The ‘Maria’ books: the achievements and challenges of introducing dual language, culturally relevant picture books to PNG schools

Simoncini, Kym; Pamphilon, Barbara; Simeon, Lalen

doi:10.1080/07908318.2018.1490745

Cited by 7 publications

(6 citation statements)

References 26 publications

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“…Dual-language books are increasingly being examined by researchers due to their potential for leveraging skills in one language in order to scaffold learning and reading in the other (Simoncini et al, 2019;Taylor et al, 2008). Scholars have praised these texts for their potential for legitimizing cultural and linguistic diversity, and constructing a sense of community (Fleuret & Sabatier, 2019;Moore & Sabatier, 2014), let alone the literacy benefits related to vocabulary development (Gosselin-Lavoie, 2016;Read et al, 2021), metalinguistic awareness (Robertson, 2006;Thibeault & Quevillon-Lacasse, 2019), and graphophemic knowledge (Naqvi et al, 2012).…”

Section: Dual-language Booksmentioning

confidence: 99%

Untitled

2021

in education

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At this writing, the news media has been full of stories about the emergence of a new corona virus variant named "omicron," not the least of which has been how to pronounce it. That said, the fact that we are still in a pandemic and things may potentially worsen should certainly eclipse the need to learn how to pronounce omicron. COVID-19 has turned the world sideways impacting almost every person and facet of human activity in multiple ways that were heretofore unimagined by most people. Despite humanity's concerted efforts the virus continues to mutate and infect people at alarming rates across different regions of the world. Certainly, we have become more cognizant of the inequities that persist around the world with access to vaccines, and the significant numbers of folks not getting vaccinated, and the ongoing race to track and analyze new variants. Yet, with all that the virus has done around the world many folks continue to try and aim their actions and life toward some kind of normal. But what seems to becoming abundantly clear is that it is not possible to return to some perceived normal that was imagined prepandemic; we seem to be decidedly in transition toward a quickly changing new reality.

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Section: Dual-language Booksmentioning

confidence: 99%

Untitled

2021

in education

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“…One promising approach for L2 learning using the learner's L1 is through the use of dual-language children's books. These books, which contain different languages, can therefore allow for active and conscious decision making about how to use one language for reading and learning in the other (Armand et al, 2016;Simoncini et al, 2019). While some research has begun to examine how readers engage with dual-language texts (e.g., Sneddon, 2009), Thibeault and Matheson (2020) identified a paucity of studies focused more specifically on French immersion.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…Dual-language books are increasingly being examined by researchers due to their potential for leveraging skills in one language in order to scaffold learning and reading in the other (Simoncini et al, 2019;Taylor et al, 2008). Scholars have praised these texts for their potential for legitimizing cultural and linguistic diversity, and constructing a sense of community in education 27(1) (Fleuret & Sabatier, 2019;Moore & Sabatier, 2014), let alone the literacy benefits related to vocabulary development (Gosselin-Lavoie, 2016;Read et al, 2021), metalinguistic awareness (Robertson, 2006;Thibeault & Quevillon-Lacasse, 2019), and graphophemic knowledge (Naqvi et al, 2012).…”

Section: Dual-language Booksmentioning

confidence: 99%

Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study

Thibeault

Matheson

2021

in education

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Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies. Keywords: dual-language children’s books, reading strategies, French immersion Résumé Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. Mots-clés : livres bilingues, stratégies de lecture, immersion française

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“…Hu et al, 2012;Naqvi et al, 2013;Restrepo et al, 2012;Tsybina & Eriks-Brophy, 2010;Wolsey et al, 2018). Alternately, they may hear their languages intermixed within the same storytime, for example, when parents read bilingual storybooks that present both languages on each page, or when parents spontaneously translate single-language books (e.g., Ernst-Slavit & Mulhern, 2003;Jiménez et al, 2006;Semingson et al, 2015;Simoncini et al, 2018). Yet, little is known about the effects of each bilingual reading method.…”

Section: Highlightsmentioning

confidence: 99%

Reading to bilingual preschoolers: An experimental study of two book formats

Brouillard¹,

Dubé²,

Byers‐Heinlein³

2020

Preprint

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Reading stories to children provides opportunities for word learning. Bilingual children encounter new words in each of their languages during shared storybook reading, but the way in which they encounter them can vary. We compared learning from two types of bilingual book materials: typical single-language books (i.e., two copies of the same book, each in a different language), and bilingual books (i.e., one copy of the book, with text in both languages on each page). Five-year-old French-English bilinguals (n = 67) who were either proficient or second-language learners were randomly assigned to hear an original story from a balanced bilingual experimenter in one of the two book formats. Children’s learning of French and English labels for five novel objects embedded in the story was assessed via a pointing task. Children were successful at learning words in both languages, and performance was not affected by either book format nor by children's language proficiency. Children neither favoured nor avoided learning translation equivalents (i.e., cross-language synonyms) in either format. These results suggest that children are flexible word learners and that shared bilingual book reading — regardless of book format — is an effective way to teach bilingual children new words in two languages.

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The ‘Maria’ books: the achievements and challenges of introducing dual language, culturally relevant picture books to PNG schools

Cited by 7 publications

References 26 publications

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Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study

Reading to bilingual preschoolers: An experimental study of two book formats

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