| The purpose of this study was to identify and examine the ways in which three children learning English as a second language initiated and participated in literacy-related talk with their peers. Using a sociocultural framework, as both a participant and non-participant observer, I was able to document literacy learning in a classroom context in which the use of multiple languages was valued. Data sources included field notes, audiotapes, videotapes, parent and teacher debriefing sessions, and student artifacts.; Although all three child participants entered public school without knowing how to speak the English language, through a variety of literacy-related activities, the ELLs were given opportunities to assimilate and access the language needed to communicate with their peers. Literacy times consisted of children in partnerships or in small groups engaged in literacy activities and traditional reading games, such as BINGO, Go Fish, and Concentration. The activities and games planned by the teacher permeated their language and learning so that the ELLs could take opportunities to initiate and participate during literacy events. Over time, through their social relationships with their peers, the ELLs were able to learn, practice, and play with vocabulary words, terms, and phrases, which in the end helped them learn more English.; By the end of the year, all three ELLs developed a level of confidence and sophistication when interacting with their peers. Cara was extremely confident about using English. Juhyun communicated and understood the English language as if it was her first language. Although Pedro continued to speak with an “accent” as if English was not his first language, he did not speak slowly nor speak in ways people could not understand. He did continue to speak nonstandard English while his other peers, Cara and Juhyun, were fluent when speaking English.; The three ELLs in this study showed that learning English allowed them to draw on their positive characteristics as learners, thus providing important stories about how kindergarten children initiate and participate in literacy-related talk with their peers. Ultimately, this led to positive experiences for each ELL as he or she became confident language user academically, socially, and emotionally. |
