ABSTRACT

Reading identities, or the ways that a child constructs the self as a reader across contexts and time, play a role in the development of early reading. Prior research on reading identities has reported primarily on the identities of monolingual children. This multiple case study examines the reading identities of young multilingual children. Participants were 10 four- and five-year-old multilingual children from two prekindergarten classrooms in the United States: one monolingual English classroom and one classroom where English and Spanish were used for instruction. Data were gathered using child-centered interviews, child and classroom observations, teacher interviews, and a family questionnaire. A cross-case analysis led to the identification of three aspects of early reading identities connected to multilingualism. These show the ways that young multilingual children construct concepts of the self as reader that are responsive to the experience of being multilingual.

摘要

阅读身份，或儿童在不同环境和时间将自我构建为读者的方式，在早期阅读的发展中发挥着重要作用。先前关于阅读身份的研究主要报告了单语儿童的身份。这个多案例研究考察了年轻的多语言儿童的阅读身份。参与者是来自美国两个学前班教室的 10 名 4 岁和 5 岁的多语言儿童：一个是单语英语教室，另一个是使用英语和西班牙语进行教学的教室。通过以儿童为中心的访谈、儿童和课堂观察、教师访谈和家庭问卷收集数据。跨案例分析确定了与多语言相关的早期阅读身份的三个方面。