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16 - Literacy Development in the Multilingual Child: From Speaking to Writing

from Part Four - Language(s) and Literacy of Multilingual Children through Schooling

Published online by Cambridge University Press:  18 August 2022

By
Iliana Reyes
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
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Summary

The chapter begins with a review of foundational studies on how monolingual children develop emergent literacy, then moves to explore how children develop multiliteracy by learning to interpret symbols and icons in their immediate contexts. The research shows that children find ways to experience and construct meaning from their local scripts in each of their multiple languages. Studies presented in this chapter show that children can interpret symbols in several different scripts, and that they find strategies to navigate multiple languages and become competent speakers in their communities.

Keywords

Emergent LiteracyLinguistic AssetsMultiliteracyMetalinguistic AwarenessTranslanguaging
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 376 - 392
Publisher: Cambridge University Press
Print publication year: 2022

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