This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-language books in English and Kiswahili. The books featured the research participants’ images, drawings, paintings, and photographs, and included verbal descriptions of their multimodal texts in their distinct geographical and cultural contexts. The children in both settings were involved in the book-making process by sharing their views on what images and descriptions they wanted to include in the identity texts that were then shared with both groups of children, their teachers, and their families. This approach to research and data dissemination with children draws on the United Nations Convention on the Rights of the Child which views children as strong, capable, and knowledgeable. This perspective also recognizes the rights of children to participate in decision-making processes in research in which they are involved, and to be empowered to communicate their own views.

中文翻译：

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与跨文化和语言多样性背景的幼儿一起创建身份文本

本文介绍了在文化和语言上不同的环境中的幼儿如何以个性化书籍的形式参与身份文本的有意义发展的方式。在这项研究中，加拿大和坦桑尼亚的4至6岁儿童通过使用多种模式分享了他们最喜欢的学习经历和在学校的空间。然后，通过共同创作三本英语和斯瓦希里语的双语言书籍，实现了一种数据共享的多模式方法。这些书以研究参与者的图像，素描，绘画和照片为特色，并在其独特的地理和文化环境中包括了对多式联运文本的口头描述。在这两种情况下，孩子们通过分享他们对他们想在身份文本中包括的图像和描述的看法来参与制书过程，然后与两组孩子，他们的老师和他们的家人分享这些图像和描述。这种与儿童进行研究和数据传播的方法借鉴了《联合国儿童权利公约》，该公约将儿童视为坚强，有能力和知识渊博的儿童。这种观点还承认儿童有权参与他们所参与的研究的决策过程，并有权交流自己的观点。这种与儿童进行研究和数据传播的方法借鉴了《联合国儿童权利公约》，该公约将儿童视为坚强，有能力和知识渊博的儿童。这种观点还承认儿童有权参与他们所参与的研究的决策过程，并有权交流自己的观点。这种与儿童进行研究和数据传播的方法借鉴了《联合国儿童权利公约》，该公约将儿童视为坚强，有能力和知识渊博的儿童。这种观点还承认儿童有权参与他们所参与的研究的决策过程，并有权交流自己的观点。