The DOI matches its Crossref record.
Becoming Biliterate
Abstract
Through the real-life context of one child learning to be bilingual and biliterate, this book raises questions and provides a context for pre-service and practicing teachers to understand and reflect on how children learn to read and write in multiple languages. Highlighting the social and cognitive advantages of biliteracy, its purpose is to help teachers better understand the complexity by which young children become biliterate as they actively construct meaning and work through tensions resulting from their everyday life circumstances. Perspectives regarding identity and language ideologies are presented to help teachers refine their own pedagogical approaches to teaching linguistically diverse children. Readers are engaged in understanding early biliteracy through a process of articulating and questioning their own assumptions and beliefs about learning in multiple languages and literacies.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Kabuto (2010) indicates that the school start adds pressures and tests linked solely to one of the various languages the child might speak, thus shifting the focus in the child's mind (Wilson, 2021).”
From ‘Half of who you are’: Parent and child reflections on the emotional experiences of reversing familial language shift (2023) · cites this paper as Kabuto, 2010
In the citing paper
“The onset of school can have a negative impact on heritage language development, both as a result of additional time spent in an environment where the societal and 'standard' languages lead to competing language ideologies (see e.g., Farr, 2011), and the added impact of school requirements and performance criteria (Department for Education and Skills, 2007) that may threaten heritage language use”
From ‘Half of who you are’: Parent and child reflections on the emotional experiences of reversing familial language shift (2023) · cites this paper as Kabuto, 2010
In the citing paper
“Toby's request to 'take a break' from speaking German stemmed from his confusion over the fact that I was not only the only parent speaking the heritage language, but also the one helping him to learn to read in English, and taking him through the school phonics system, that is, meeting school success criteria (Kabuto, 2010).”
From ‘Half of who you are’: Parent and child reflections on the emotional experiences of reversing familial language shift (2023) · cites this paper as Kabuto, 2010
In the citing paper
“Where the child in Kabuto's study, Emma, declared she didn't 'want to be Japanese anymore' (103), Toby, in this study, chose the beginning of formal schooling to demand a 'break' from German, since he struggled with one parent being both the key parent for heritage language development, and the key parent for meeting school requirements.”
From ‘Half of who you are’: Parent and child reflections on the emotional experiences of reversing familial language shift (2023) · cites this paper as Kabuto, 2010
Citations
Cited by
Little, S. (2023) · International Journal of Bilingualism · doi:10.1177/13670069221125705 · Cited by 34
Metadata
- Authors
- Kabuto, B.
- Publisher
- Routledge
- Published
- 2010-09-13
- Cited by
- 13
- References
- 0
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
