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