| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2022 |
| Язык | английский |
|
Каюмова Альбина Рамилевна, автор
Садыкова Гульнара Василевна, автор
|
| Библиографическое описание на языке оригинала |
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 |
| Аннотация |
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. |
| Ключевые слова |
bilingualism, biliteracy, early childhood education, Russian language |
| Название журнала |
Procedia Environmental Science, Engineering and Management
|
| URL |
https://procedia-esem.eu/2022_vol9_no2.htm |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=275121 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Каюмова Альбина Рамилевна |
ru_RU |
| dc.contributor.author |
Садыкова Гульнара Василевна |
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/?p_id=275121 |
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 |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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