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Children making meaning of the world...

Feller, Nayalin Pinho.

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Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil./
Author:	Feller, Nayalin Pinho.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	235 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702496
ISBN:	9781321738186

Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil.
Feller, Nayalin Pinho.

Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 235 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2015.

There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently---in the last 15 years---started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoa1 [reservation] Marangatu Indigenous reservation in Imarui, Brazil, particularly within the school and community contexts.

ISBN: 9781321738186Subjects--Topical Terms:

2122919
Multicultural Education.

Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil.
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100 1 $a Feller, Nayalin Pinho. $3 3285450
245 1 0 $a Children making meaning of the world through emergent literacies: Bilingualism, biliteracy, and biculturalism among the young Indigenous children at Tekoa Marangatu, Brazil.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Iliana Reyes.
502 $a Thesis (Ph.D.)--The University of Arizona, 2015.
520 $a There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently---in the last 15 years---started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoa1 [reservation] Marangatu Indigenous reservation in Imarui, Brazil, particularly within the school and community contexts.
520 $a The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy.
520 $a In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indigena de Ensino Fundamental Tekoa Marangatu2 ( E.I.E.F. Tekoa Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986).
520 $a Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (Garcia & Beardsmore, 2009) and the role that peers (Gillanders & Jimenez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzalez, Moll, & Amanti, 2005) into the school setting.
520 $a The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.
520 $a Key words: Bilingualism, biliteracy, biculturalism, Indigenous, translanguaging, peers.
520 $a 1 Tekoa ou Aldeia is the name given to an Indigenous reservation in Brazil. It has a similar meaning to the U.S. context, but it encompasses more than the land; it encompasses their people and practices as well.
520 $a 2 This is the bilingual Indigenous school on the reservation.
590 $a School code: 0009.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Bilingual education. $3 2122778
650 4 $a Language. $3 643551
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710 2 0 $a The University of Arizona. $b Language, Reading & Culture. $3 1024127
773 0 $t Dissertation Abstracts International $g 76-09A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702496