This study was designed to examine the role of early bilingual home literacy experiences (HLE) (i... more This study was designed to examine the role of early bilingual home literacy experiences (HLE) (including parent–child shared reading, parents’ direct teaching in Chinese and English, the availability of books in both languages, and children’s access to digital devices for bilingual learning) in the biliteracy development of 66 Chinese–Canadian first graders during the COVID-19 pandemic. Descriptive analyses reveal that overall, parents report higher engagement in English than in Chinese across the four HLE measures. Parent’s engagement in bilingual HLE differs by gender, SES, and immigration status. Pearson correlational analyses of English reading, decoding, and bilingual oral receptive vocabulary reveal that the four dimensions of HLE are not strongly related to English early literacy skills but are positively related to Chinese receptive vocabulary. Finally, hierarchical regression analyses indicate that the availability of books in Chinese and parent–child shared reading in Chi...
Bilingual children in the North American context significantly improve in English language profic... more Bilingual children in the North American context significantly improve in English language proficiency, but their heritage language learning varies between different linguistic groups. This mixed methods study was designed to explore the developmental patterns in bilingual vocabulary among Chinese-Canadian first-graders’ (N = 75) and to identify home factors that may have contributed to divergent bilingual developmental trajectories. Cluster analyses were conducted to identify underlying discrepancy profiles in bilingual oral lexicon. Four children with contrasting bilingual profiles were selected for qualitative analysis to explore home factors that may have contributed to the discrepancies. Thematic analyses of parental interviews revealed several family factors such as beliefs and attitudes toward bilingualism, quality literacy engagement, and sibling dynamics, that all appearing to contribute to the discrepancies.
Journal of Childhood, Education & Society, 2021
Drawing on research about young children’s literacy development, this review article discusses a ... more Drawing on research about young children’s literacy development, this review article discusses a recent paradigmatic turn for understanding the child and childhood from human-centerism to posthumanism. Building on the new materialist tradition (e.g., Barad, 2007) and the assemblage theory of Deleuze and Guattari (1987, 1997), the posthuman lens enables researchers and educators to see children as parts of entangled networks of relationships who continuously intra-act with their peers, teachers, materials, and the other nonhuman entities and activities produced constantly by the child-material entanglements. As such, the posthumanist perspective expands the current research on early literacy by offering new possibilities for re-conceptualizing the child, the materials or resources for early literacy, and the meaning of childhood and children’s play. These new ways of seeing the child, the materials, and childhood have also generated new pedagogical practices that are material-oriente...
Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced pri... more Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students’ active language production to truly achieve educational equalization for rural students.
This chapter investigates how Chinese immigrant families wrestled with a dual-transition from in-... more This chapter investigates how Chinese immigrant families wrestled with a dual-transition from in-person instruction to a virtual environment in both mainstream and heritage language education and how they supported home bi/multi-literacies in English and Chinese heritage language including Mandarin, Cantonese, or other Chinese dialects during the transition. Thematic analyses of 178 parent interviews show that Chinese-immigrant parents have experienced significant changes in their roles and ways in nurturing home early biliteracy development to respond to the schooling transitions from offline to online. Results revealed that the sudden implementation of virtual learning during the COVID-19 school closure has been problematic and challenging for most Chinese-immigrant parents and children.
... Dr. Glenn Eastabrook, the first professor in Canada to teach me how to articulate critical iss... more ... Dr. Glenn Eastabrook, the first professor in Canada to teach me how to articulate critical issues like the ones ... Li Gulbahar H. Beckett PART ONE: ASIAN FEMALE SCHOLARS IN CONTEXT 1 ASIAN PACIFIC AMERICAN WOMEN AND MEN IN HIGHER EDUCATION 15 The ...
ABSTRACT Task-based language teaching (TBLT) has been drawing researchers' and practition... more ABSTRACT Task-based language teaching (TBLT) has been drawing researchers' and practitioners' attention since its onset in the 1980s. The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Technology has played and will continue to play an important role in this maturation process. This review focuses on the intersection of technology and TBLT, examines the mutual contributions of technology and TBLT to each other, and discusses the challenges in implementing and researching TBLT in technology-mediated environments. In addition, this review outlines a set of crucial issues to which attention must be paid to further develop technology-enhanced TBLT.
This study was designed to examine the role of early bilingual home literacy experiences (HLE) (i... more This study was designed to examine the role of early bilingual home literacy experiences (HLE) (including parent–child shared reading, parents’ direct teaching in Chinese and English, the availability of books in both languages, and children’s access to digital devices for bilingual learning) in the biliteracy development of 66 Chinese–Canadian first graders during the COVID-19 pandemic. Descriptive analyses reveal that overall, parents report higher engagement in English than in Chinese across the four HLE measures. Parent’s engagement in bilingual HLE differs by gender, SES, and immigration status. Pearson correlational analyses of English reading, decoding, and bilingual oral receptive vocabulary reveal that the four dimensions of HLE are not strongly related to English early literacy skills but are positively related to Chinese receptive vocabulary. Finally, hierarchical regression analyses indicate that the availability of books in Chinese and parent–child shared reading in Chi...
Bilingual children in the North American context significantly improve in English language profic... more Bilingual children in the North American context significantly improve in English language proficiency, but their heritage language learning varies between different linguistic groups. This mixed methods study was designed to explore the developmental patterns in bilingual vocabulary among Chinese-Canadian first-graders’ (N = 75) and to identify home factors that may have contributed to divergent bilingual developmental trajectories. Cluster analyses were conducted to identify underlying discrepancy profiles in bilingual oral lexicon. Four children with contrasting bilingual profiles were selected for qualitative analysis to explore home factors that may have contributed to the discrepancies. Thematic analyses of parental interviews revealed several family factors such as beliefs and attitudes toward bilingualism, quality literacy engagement, and sibling dynamics, that all appearing to contribute to the discrepancies.
Journal of Childhood, Education & Society, 2021
Drawing on research about young children’s literacy development, this review article discusses a ... more Drawing on research about young children’s literacy development, this review article discusses a recent paradigmatic turn for understanding the child and childhood from human-centerism to posthumanism. Building on the new materialist tradition (e.g., Barad, 2007) and the assemblage theory of Deleuze and Guattari (1987, 1997), the posthuman lens enables researchers and educators to see children as parts of entangled networks of relationships who continuously intra-act with their peers, teachers, materials, and the other nonhuman entities and activities produced constantly by the child-material entanglements. As such, the posthumanist perspective expands the current research on early literacy by offering new possibilities for re-conceptualizing the child, the materials or resources for early literacy, and the meaning of childhood and children’s play. These new ways of seeing the child, the materials, and childhood have also generated new pedagogical practices that are material-oriente...
Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced pri... more Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students’ active language production to truly achieve educational equalization for rural students.
This chapter investigates how Chinese immigrant families wrestled with a dual-transition from in-... more This chapter investigates how Chinese immigrant families wrestled with a dual-transition from in-person instruction to a virtual environment in both mainstream and heritage language education and how they supported home bi/multi-literacies in English and Chinese heritage language including Mandarin, Cantonese, or other Chinese dialects during the transition. Thematic analyses of 178 parent interviews show that Chinese-immigrant parents have experienced significant changes in their roles and ways in nurturing home early biliteracy development to respond to the schooling transitions from offline to online. Results revealed that the sudden implementation of virtual learning during the COVID-19 school closure has been problematic and challenging for most Chinese-immigrant parents and children.
... Dr. Glenn Eastabrook, the first professor in Canada to teach me how to articulate critical iss... more ... Dr. Glenn Eastabrook, the first professor in Canada to teach me how to articulate critical issues like the ones ... Li Gulbahar H. Beckett PART ONE: ASIAN FEMALE SCHOLARS IN CONTEXT 1 ASIAN PACIFIC AMERICAN WOMEN AND MEN IN HIGHER EDUCATION 15 The ...
ABSTRACT Task-based language teaching (TBLT) has been drawing researchers' and practition... more ABSTRACT Task-based language teaching (TBLT) has been drawing researchers' and practitioners' attention since its onset in the 1980s. The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Technology has played and will continue to play an important role in this maturation process. This review focuses on the intersection of technology and TBLT, examines the mutual contributions of technology and TBLT to each other, and discusses the challenges in implementing and researching TBLT in technology-mediated environments. In addition, this review outlines a set of crucial issues to which attention must be paid to further develop technology-enhanced TBLT.
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