Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States

Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers creat...

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Bibliographic Details
Published in:Australasian journal of early childhood 2019-03, Vol.44 (1), p.32-47
Main Authors: Kim, So Jung, Wee, Su-Jeong, Park, Soyeon
Format: Article
Language:English
Subjects:
Attitudes
Bilingualism
Case studies
Children
Childrens Literature
Context Effect
Cooperative Learning
Early childhood education
Education
Education, Bilingual
Educational aspects
English
Evaluation
Imagination
Interaction
Interpersonal relations
Kindergarten
Korean
Literacy
Literacy programs
Multicultural Education
Multiculturalism
Multiculturalism in literature
Prediction
Program Effectiveness
Social Influences
Social interaction in children
Student Participation
Teaching Methods
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Summary:Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children's artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.
ISSN:1836-9391
1839-5961
DOI:10.1177/1836939119841472