ABSTRACT There is vast potential for digital screens to support early bilingualism. For the most part, however, young children require human mediation with what is generated by screens in order for language and pre-literacy learning to occur. What does that mediation look like when multimodal elements are designed to support children’s language and culture learning? This study examines instructional interactions around Digital Fairytales, multimedia language, and culture material designed for teaching and learning the Russian language and culture. Bilingual classroom integrations of Digital Fairytales were recorded and teachers interviewed. Analyses point to specific mediation tactics that teachers employed that capitalized on the producerly pleasures inherent in shared digital screen experiences. Through these analyses, we see the potential of digital screens to support mediated bilingual learning.

中文翻译：

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与非常年轻的新兴双语者一起调解数字屏幕

摘要 数字屏幕在支持早期双语方面具有巨大潜力。然而，在大多数情况下，幼儿需要通过屏幕产生的内容进行人工调解，以便进行语言和识字前学习。当多模式元素旨在支持儿童的语言和文化学习时，这种中介是什么样的？本研究考察了围绕数字童话、多媒体语言和为教授和学习俄罗斯语言和文化而设计的文化材料的教学互动。记录了数字童话的双语课堂整合并采访了教师。分析指出了教师采用的特定调解策略，这些策略利用了共享数字屏幕体验中固有的生产乐趣。通过这些分析，