The purpose of this ethnographic case study
was to study the language development of 4-year-old
emergent bilinguals in a bilingual (Spanish/English) Head
Start classroom with flexible language practices. Data were
collected throughout the 10-month school year by visiting
the classroom 2–3 times per week. Data include: field notes
(observations and detailed notes of children language
practices); transcriptions of interviews with teachers,
families and administrators; and artifacts of children’s
work. The data were analyzed by examining shifts and
patterns in the children’s language practices over the year
and the ways in which they negotiated language with
others. Interviews with teachers, families and administra￾tors provide insight into the language ideologies of the
classroom, school and community. This paper highlights
the language practices of two children to demonstrate the
ways in which hybrid language practices, fostered by the
teachers, created a classroom environment that allowed
children to draw from their full linguistic repertoire to
develop and engage with the curriculum.

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Perpustakaan FITK Pusat

Tersedia

• ‘‘Ganchulinas’’ and ‘‘Rainbowli’’ Colors: Young Multilingual Children Play with Language in Head Start Classroom

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