3 research outputs found
Emergent writing through translanguaging and play-based strategies with kindergarten children in a private school
Scholars use the term emergent biliteracy as children’s ability to think, write, read, speak
and listen in two languages (Reyes, 2006, p. 269). In this regard, one of the abilities that are in
the spot of research is emergent writing, which is defined by Byington and Kim (2017) as young
children’s first attempts at the writing process; however, several studies have been focused on
emergent writing development in children's first language. Hence, the aim of this research
project was to articulate and determine translanguaging and play-based and their impact on
children’s emergent writing development in English. Five lessons were implemented considering
translanguaging and play-based strategies with 10 kindergarten children from a private school in
Pereira. Results from the analysis provide evidence that the emergent writing aspects such as
stages, features, constructive aspects, and domains, were affected by translanguaging goals and
strategies and play-based abilities. Implications for understanding emergent writing development
as means of lesson plans, categories of emergent writing, and theory are discussed.Académicos en el área de educación bilingüe utilizan el término bialfabetización
emergente para referirse a habilidades como pensar, escribir, leer, hablar y escuchar que poseen
los niños en dos lenguas (Reyes, 2006, p. 269). En este sentido, una de las habilidades que es de
interés en el campo investigativo es la escritura emergente, que es definida por Byington & Kim
(2017) como los primeros intentos que realiza un niño durante su proceso de escritura; sin
embargo, muchos estudios se han enfocado en el desarrollo de la escritura emergente en la
lengua materna de los niños. Por lo tanto, el objetivo de este proyecto de investigación fue
articular y determinar el impacto que el translingüísmo y el juego tuvo con respecto al desarrollo
de la escritura en inglés. Cinco clases fueron implementadas utilizando estrategias de
translingüísmo y juego con 10 niños de kinder de un colegio privado en Pereira. Los resultados
del análisis de datos ofrecen evidencia de qué aspectos de la escritura emergente entre ellos
etapas, características, aspectos constructivos y dominios fueron afectados por las estrategias y
metas del translingüísmo y por las habilidades del juego. Finalmente, se discuten las
implicaciones para comprender el desarrollo de la escritura emergente por medio de las
planeaciones de clase, las categorías de escritura y la revisión de la literatura de la escritura
emergente.MaestríaMagíster en Educación BilingüeContents
Abstract............................................................................................................................... 2
Resumen.............................................................................................................................. 3
Contents.............................................................................................................................. 4
Tables.................................................................................................................................. 8
Figures................................................................................................................................. 9
Acknowledgments............................................................................................................. 11
Introduction....................................................................................................................... 13
Statement of the Problem.................................................................................................. 16
Background of the problem........................................................................................... 16
Statement of the problem .............................................................................................. 22
Research question.......................................................................................................... 22
Justification ................................................................................................................... 22
Objectives ......................................................................................................................... 25
General objective........................................................................................................... 25
Specific objectives......................................................................................................... 25
5
Theoretical Framework..................................................................................................... 26
Literature Review.......................................................................................................... 26
Emergent writing ....................................................................................................... 26
Translanguaging ........................................................................................................ 31
Play-based.................................................................................................................. 37
Theoretical Framework ................................................................................................. 42
Early Childhood......................................................................................................... 42
Children as social actors............................................................................................ 44
Emergent biliteracy.................................................................................................... 45
Emergent writing development ................................................................................. 46
Translanguaging ........................................................................................................ 65
Play-Based................................................................................................................. 78
Methodology..................................................................................................................... 88
Research Approach ....................................................................................................... 88
Type of research............................................................................................................ 89
Context .......................................................................................................................... 89
6
Participants.................................................................................................................... 91
Researchers’ Role.......................................................................................................... 92
Data collection methods................................................................................................ 93
Observations.............................................................................................................. 93
Reflective Journals .................................................................................................... 95
Stimulated recall........................................................................................................ 96
Artifacts..................................................................................................................... 97
Ethical considerations ................................................................................................... 98
Implementation.............................................................................................................. 99
Data analysis ............................................................................................................... 106
Findings and Discussion ................................................................................................. 116
Kindergarteners’ first attempts at written productions in English .............................. 116
Kindergartener’s first attempts at conventional writing in English......................... 117
Drawing as a complement of conventional writing in English ............................... 121
Emergent writing through translanguaging and play-based strategies........................ 125
7
Translanguaging as a strategy used by kindergarteners to develop emergent writing
............................................................................................................................................. 126
Play-based as a learning tool used by kindergarteners to develop emergent writing
skills..................................................................................................................................... 130
Conclusions..................................................................................................................... 135
Recommendations........................................................................................................... 140
Implications..................................................................................................................... 143
Charts incorporating emergent writing development, translanguaging strategies, and
facets of play-based................................................................................................................. 143
Lesson Plan format enhancing emergent writing skills through the use of play-based
and translanguaging strategies ................................................................................................ 144
Lesson Plans incorporating emergent writing skills through the use of play-based and
translanguaging strategies....................................................................................................... 146
References....................................................................................................................... 14
Open-label phase I/II clinical trial of SARS-CoV-2 receptor binding domain-tetanus toxoid conjugate vaccine (FINLAY-FR-2) in combination with receptor binding domain-protein vaccine (FINLAY-FR-1A) in children
Objectives: To evaluate a heterologous vaccination scheme in children 3-18 years old (y/o) combining two SARS-CoV-2r- receptor binding domain (RBD)protein vaccines. Methods: A phase I/II open-label, adaptive, and multicenter trial evaluated the safety and immunogenicity of two doses of FINLAY-FR-2 (subsequently called SOBERANA 02) and the third heterologous dose of FINLAY-FR-1A (subsequently called SOBERANA Plus) in 350 children 3-18 y/o in Havana Cuba. Primary outcomes were safety (phase I) and safety/immunogenicity (phase II) measured by anti-RBD immunoglobulin (Ig)G enzyme-linked immunoassay (ELISA), molecular and live-virus neutralization titers, and specific T-cells response. A comparison with adult immunogenicity and predictions of efficacy were made based on immunological results. Results: Local pain was the unique adverse event with frequency >10%, and none was serious neither severe. Two doses of FINLAY-FR-2 elicited a humoral immune response similar to natural infection; the third dose with FINLAY-FR-1A increased the response in all children, similar to that achieved in vaccinated young adults. The geometric mean (GMT) neutralizing titer was 173.8 (95% confidence interval [CI] 131.7; 229.5) vs Alpha, 142 (95% CI 101.3; 198.9) vs Delta, 24.8 (95% CI 16.8; 36.6) vs Beta and 99.2 (95% CI 67.8; 145.4) vs Omicron. Conclusion: The heterologous scheme was safe and immunogenic in children 3-18 y/o. Trial registry: https://rpcec.sld.cu/trials/RPCEC0000037
Strategies and performance of the CMS silicon tracker alignment during LHC Run 2
The strategies for and the performance of the CMS silicon tracking system alignment during the 2015–2018 data-taking period of the LHC are described. The alignment procedures during and after data taking are explained. Alignment scenarios are also derived for use in the simulation of the detector response. Systematic effects, related to intrinsic symmetries of the alignment task or to external constraints, are discussed and illustrated for different scenarios