This case study explores how an emergent bilingual preschooler used transmodal practices to engage with objects and compose narratives in sociodramatic play. Video recordings and field notes were collected in a dual language preschool classroom in the United States to examine the actional, verbal, and visual modes used by the focal child during his engagement with objects. An action-oriented analysis using multimodal discourse and mediated action frameworks revealed how he transmodally engaged with play artifacts to embody imagined roles and extend objects’ functionality. The child engaged with objects in three particular ways by (a) resourcing objects to advertise play to peers, (b) extending objects’ meaning potential, and (c) recruiting physical and imagined objects to elaborate on storyline. His translanguaging served as an additional compositional resource to provide contextualization for play narratives; showcase personalized meanings and underscore his multimodal intent during play; and endorse and co-opt others’ play ideas. Findings have implications for ways that early childhood teachers can use objects to promote and augment multimodal sociodramatic play scenarios.

中文翻译：

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探索社会戏剧中一个新兴的双语儿童的客体跨运气行为

本案例研究探索了一个新兴的双语学龄前儿童如何利用跨模式实践与社会戏剧中的对象互动并撰写叙述。在美国的双语言学前班教室中收集了视频记录和现场笔记，以检查重点儿童在与对象互动时所使用的动作，语言和视觉方式。使用多模式话语和中介的动作框架进行的面向动作的分析揭示了他如何与玩物进行跨模式互动，以体现想象中的角色并扩展对象的功能。孩子通过以下三种特殊方式与物体互动：（a）筹集物体以向同伴广告游戏；（b）扩展物体的意义潜能；（c）募集实际和想象中的物体以在故事情节上进行阐述。他的翻译是一种额外的构成资源，可以为戏剧叙事提供语境化。展示个性化的含义并强调他在比赛中的多模式意图；赞同并选择他人的游戏想法。这些发现对幼儿教师可以使用物体促进和增强多模式社会戏剧场景的方式产生了影响。