Moments of metalinguistic awareness in a Kindergarten class: translanguaging for simultaneous biliterate development

• Patricia Velasco ^[2] ; Valérie Fialais ^[1]
  1. [1] University of Strasbourg

     University of Strasbourg

     Arrondissement de Strasbourg-Ville, Francia

     
  2. [2] Department of Elementary and Early Childhood Education, Bilingual Education Program, Queens College, CityUniversity of New York
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 21, Nº. 6, 2018, págs. 760-774
• Idioma: inglés
• DOI: 10.1080/13670050.2016.1214104
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• Resumen

  • This aim of this article is to contribute to the development of a socio-cultural model of emergent biliteracy that recognizes the dynamic interactions amongst two languages. The present field study took place in a French–German public Kindergarten class in Alsace, France, where students are in the initial process of learning to read in both languages. The teacher, fluent in both French and German, created a translanguaging space where a simultaneous biliterate practice using cognates (or words in two languages that share similar print characteristics and meaning), and identical and non-identical false cognates (words that share all or some print characteristics in both languages but not the same meaning) could be enacted. The selected words enabled these five year olds to engage in a simultaneous biliterate practice that highlighted the students’ interlinguistic abilities specific to print, phonology and meaning across languages.