KFU. Card publication. Developing biliteracy in the digital age: the case of young emergent bilinguals.

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

DEVELOPING BILITERACY IN THE DIGITAL AGE: THE CASE OF YOUNG EMERGENT BILINGUALS.

Form of presentation

Articles in international journals and collections

Year of publication

2022

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Authors, employees of KFU

Kayumova Albina Ramilevna, author

Sadykova Gulnara Vasilevna, author

Bibliographic description in the original language

Sadykova G.V., Kayumova A.R. and Anthony N. (2022). Developing biliteracy in the digital age: the case of young emergent bilinguals. Procedia Environmental Science, Engineering and Management, 9(2). https://procedia-esem.eu/2022_vol9_no2.htm

Annotation

The social context of the educational process of children is characterized by the influence of two modern trends – the digitalization of education and the early development of biliteracy, that is, the development of language and cognitive competencies in more than one language [1]. This work is aimed at highlighting the theoretical and practical issues of development and preservation of biliteracy of preschool and early school age children acquiring Russian language as non-native, second native or heritage language. The study focuses on the development of children's biliteracy through digital learning objects (DLOs). The study object is of significant nature as educators and parents currently look for effective scenarios for the development of speech of bilingual children who grow in a digitally rich environment. The work is based on empirical data derived from a survey administered to parents (n=51) and educators (n=17) of 3-8 year-old children who study Russian as their non-native (second native) language or as their heritage language. The results indicate that while many educators and parents have little awareness of the theory and practice of bilingual education and biliteracy and place limited value on digital resources as language development tools, in most cases they recognize the instructional potential of digital learning objects and are ready to thoughtfully (in small increments) integrate these technologies in the programs of preschool educational organizations or in homeschooling.

Keywords

bilingualism, biliteracy, early childhood education, Russian language

The name of the journal

Procedia Environmental Science, Engineering and Management

URL

https://procedia-esem.eu/2022_vol9_no2.htm

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=275121&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Kayumova Albina Ramilevna	ru_RU
dc.contributor.author	Sadykova Gulnara Vasilevna	ru_RU
dc.date.accessioned	2022-01-01T00:00:00Z	ru_RU
dc.date.available	2022-01-01T00:00:00Z	ru_RU
dc.date.issued	2022	ru_RU
dc.identifier.citation	Sadykova G.V., Kayumova A.R. and Anthony N. (2022). Developing biliteracy in the digital age: the case of young emergent bilinguals. Procedia Environmental Science, Engineering and Management, 9(2). https://procedia-esem.eu/2022_vol9_no2.htm	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=275121&p_lang=2	ru_RU
dc.description.abstract	Procedia Environmental Science, Engineering and Management	ru_RU
dc.description.abstract	The social context of the educational process of children is characterized by the influence of two modern trends – the digitalization of education and the early development of biliteracy, that is, the development of language and cognitive competencies in more than one language [1]. This work is aimed at highlighting the theoretical and practical issues of development and preservation of biliteracy of preschool and early school age children acquiring Russian language as non-native, second native or heritage language. The study focuses on the development of children's biliteracy through digital learning objects (DLOs). The study object is of significant nature as educators and parents currently look for effective scenarios for the development of speech of bilingual children who grow in a digitally rich environment. The work is based on empirical data derived from a survey administered to parents (n=51) and educators (n=17) of 3-8 year-old children who study Russian as their non-native (second native) language or as their heritage language. The results indicate that while many educators and parents have little awareness of the theory and practice of bilingual education and biliteracy and place limited value on digital resources as language development tools, in most cases they recognize the instructional potential of digital learning objects and are ready to thoughtfully (in small increments) integrate these technologies in the programs of preschool educational organizations or in homeschooling.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	bilingualism	ru_RU
dc.subject	biliteracy	ru_RU
dc.subject	early childhood education	ru_RU
dc.subject	Russian language	ru_RU
dc.title	Developing biliteracy in the digital age: the case of young emergent bilinguals.	ru_RU
dc.type	Articles in international journals and collections	ru_RU