A cross-case analysis of seven Spanish-speaking preschoolers' transition from bilingual preschool to English-only kindergarten.

摘要

This qualitative study uses ethnographic techniques to investigate seven Spanish-speaking children's language and emerging literacy development in naturally occurring preschool and kindergarten situations. The literacy events detailed in this study provide an in-depth exploration and analysis of a specific group of second language learners in the context of their transition from bilingual preschool to English-only kindergarten. The investigator documents the language and emergent literacy experiences of these seven children throughout a twelve-week transition from bilingual preschool to English Only kindergarten. The literacy events describe the settings and participants' interactions within those settings including language practices, language development, and language socialization within the context of each program. The cross-case design of the study provides insights of the characteristics and features within and between the bilingual preschool program (four preschool classrooms) and public kindergarten programs (three kindergarten classrooms).