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Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada

Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada

Danièle Moore, Maureen Hoskyn, Jacqueline K. Mayo
Copyright: © 2018 |Volume: 3 |Issue: 1 |Pages: 24
ISSN: 2379-7363|EISSN: 2379-7355|EISBN13: 9781522547150|DOI: 10.4018/IJBIDE.2018010104
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MLA

Moore, Danièle, et al. "Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada." IJBIDE vol.3, no.1 2018: pp.40-63. http://doi.org/10.4018/IJBIDE.2018010104

APA

Moore, D., Hoskyn, M., & Mayo, J. K. (2018). Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada. International Journal of Bias, Identity and Diversities in Education (IJBIDE), 3(1), 40-63. http://doi.org/10.4018/IJBIDE.2018010104

Chicago

Moore, Danièle, Maureen Hoskyn, and Jacqueline K. Mayo. "Thinking Language Awareness at a Science Centre: Ipads, Science, and Early Literacy Development with Multilingual Kindergarten Children in Canada," International Journal of Bias, Identity and Diversities in Education (IJBIDE) 3, no.1: 40-63. http://doi.org/10.4018/IJBIDE.2018010104

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Abstract

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.

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