An ecological perspective on minority and majority language and literacy communities in the Americas
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Universidad Distrital Francisco José de Caldas
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Reyes, Iliana (s. f.). An ecological perspective on minority and majority language and literacy communities in the Americas. Universidad Distrital Francisco José de Caldas. https://hdl.handle.net/11349/17991
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En este artículo se analizan situaciones sociolingüísticas actuales en comunidades lingüísticamente diversas en las Américas, para contribuir al desarrollo de un modeo teórico enfocado en la ecología del bilinguismo y bialfabetismo emergentes tanto para niños usuarios de su lengua materna como para aprendices de una segunda lengua. Se analizan diferentes ejemplos en los cuales la participación de los niños en experiencias de lectura y escritura en familia media el aprendizaje de la segunda lengua y la construcción de significado a partir de los textos que ellos encuentran en su ambiente bilingüe. La revisión resalta el potencial para desarollar el bilinguismo y el bialfabetismoque pueden existir en el ambiente letrado de cada uno de los niños y los amplía cuando los miembros de su comunidad (padres, maestros, vecinos) construyen una estructura de apoyo en sus interacciones con los niños. Se discuten dentro de un marco eco-sociocultural que ofrece conexiones pedagógicas y recomendaciones para el óptimo desarrollo del bilingüismo y bialfabetismo.
In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and biliteracy that might exist within each child’s immediate environment and are enhanced when community members (e.g., parents, peers, schoolteachers, neighbors) provide direct scaffolding during child-adult interactions. The studies are discussed within an eco-sociocultural framework making pedagogical connections and recommendation to the optimal development of bilingualism and biliteracy.
In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and biliteracy that might exist within each child’s immediate environment and are enhanced when community members (e.g., parents, peers, schoolteachers, neighbors) provide direct scaffolding during child-adult interactions. The studies are discussed within an eco-sociocultural framework making pedagogical connections and recommendation to the optimal development of bilingualism and biliteracy.