Christina Tjandra | University of Toronto (original) (raw)
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Papers by Christina Tjandra
Journal of Early Childhood Research, Dec 11, 2019
In this study, analysis of video recordings of 5-year-old children’s use of language and nonverba... more In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to their efforts, in order to position themselves in desirable ways within the classroom social network. Children took up powerful roles through frequency of participation and through directing others’ actions and maintaining the use of desired objects when continuing the play narrative by taking up narrative playwright roles. In addition, they used humor and made imaginative suggestions for roles and plots when taking up intervening playwright roles where they introduced new characters, roles for objects, and plots. Our research provides examples of peers teaching each other in dramatic play through the responses they give to each other and through modeling social approaches that allow them to fulfill desired social purposes and take up powerful social roles in the peer network.
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Feb 1, 2021
L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglai... more L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglaise sur leur paysage linguistique ainsi que l’interprétation qu’ils en font. Elle se penche au surplus sur la mesure dans laquelle les activités axées sur le paysage linguistique influencent la conscience linguistique et l’apprentissage de ces élèves, leurs négociations identitaires et leur sentiment d’appartenance. La participation des élèves comme cochercheurs permet à l’auteure d’adopter une méthodologie créative qu’elle applique au moyen d’activités en classe, notamment des photos prises par les enfants, des analyses VLP (visuelles, lexicales et pragmatiques), des conversations sur la recherche et la création d’art visuel (conception de cartes) utilisé comme texte d’identité. Les résultats incluent 1) les types de paysage linguistique qui attirent les enfants, 2) les interprétations que donnent les élèves de leurs paysages linguistiques multilingues et 3) l’influence des activités spécifiquement conçues pour cette recherche sur les processus de construction de sens, l’apprentissage des langues, la conscience linguistique et le positionnement identitaire. Dans l’ensemble, les résultats obtenus laissent croire que l’augmentation du nombre de signalisations multilingues favorise la conscience linguistique des enfants apprenant la langue anglaise, renforce leur identité et leur sentiment d’appartenance, et permet l’apprentissage incident de la langue première (L1) et de la langue seconde (L2).
Journal of Early Childhood Research, 2019
In this study, analysis of video recordings of 5-year-old children’s use of language and nonverba... more In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to thei...
This case study investigated newcomer English language learner (ELL) children's perspectives on a... more This case study investigated newcomer English language learner (ELL) children's perspectives on and interpretations of their linguistic landscape (LL), as well as the influence of LL-based activities on their language awareness and learning, identity negotiation, and sense of belonging. With the children as co-researchers, creative-driven methodology was implemented through carefully designed class activities including children's photography, VLP (visual, lexical, and pragmatic) analyses, research conversations, and the creation of visual art (map making) as a form of identity text. The findings included 1) the types of LL that children were attracted to, 2) children's interpretations of their multilingual LL and 3) the influence of specifically developed activities on ELL children's meaning-making processes, language learning, language awareness, and identity positioning. Overall, the findings suggested that increasing multilingual signage would support ELL children's language awareness, strengthen their sense of identity and belonging, and would create opportunities for L1 and L2 incidental language learning. VIII 3.4.6 Research Conversations with the ESL Teacher and Participating Children…..……... 3.4.7 Field Notes………………………………………………………………………….… 3.5 Data Processing and Analysis………………………………………………………………..
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2020
Resume : L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la lang... more Resume : L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglaise sur leur paysage linguistique ainsi que l’interpretation qu’ils en font. Elle se penche ...
JBILD, 2020
This article explores emergent tropes from conversations between a language teacher educator and ... more This article explores emergent tropes from conversations between a language teacher educator and three plurilingual language teacher candidates on the impact of creating a digital autobiographical identity text (D-AIT), a multimodal digital ‘text’ constructed to reflect their hybrid and evolving professional identities. In attempting to better understand the complex potential of this type of digital storytelling in the language teacher education classroom, we discuss at length several salient themes emerging from our polyvocal, or multi-voice data. These themes include the immediate and enduring impact of D-AIT production on language teacher candidates’ professional identities; the impact of this plurilingual pedagogy on both teachers’ and students’ academic literacies; and the potential of multiethnographic, polyvocal research to empower teacher-researchers. We conclude the article with, i) tips for using D-AITs in order to support culturally and linguistically diverse language teacher candidates and students; as well as ii) suggestions for how our participatory methodological approach may contribute to scholarly conversations and teacher practices.
Journal of Early Childhood Research, Dec 11, 2019
In this study, analysis of video recordings of 5-year-old children’s use of language and nonverba... more In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to their efforts, in order to position themselves in desirable ways within the classroom social network. Children took up powerful roles through frequency of participation and through directing others’ actions and maintaining the use of desired objects when continuing the play narrative by taking up narrative playwright roles. In addition, they used humor and made imaginative suggestions for roles and plots when taking up intervening playwright roles where they introduced new characters, roles for objects, and plots. Our research provides examples of peers teaching each other in dramatic play through the responses they give to each other and through modeling social approaches that allow them to fulfill desired social purposes and take up powerful social roles in the peer network.
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Feb 1, 2021
L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglai... more L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglaise sur leur paysage linguistique ainsi que l’interprétation qu’ils en font. Elle se penche au surplus sur la mesure dans laquelle les activités axées sur le paysage linguistique influencent la conscience linguistique et l’apprentissage de ces élèves, leurs négociations identitaires et leur sentiment d’appartenance. La participation des élèves comme cochercheurs permet à l’auteure d’adopter une méthodologie créative qu’elle applique au moyen d’activités en classe, notamment des photos prises par les enfants, des analyses VLP (visuelles, lexicales et pragmatiques), des conversations sur la recherche et la création d’art visuel (conception de cartes) utilisé comme texte d’identité. Les résultats incluent 1) les types de paysage linguistique qui attirent les enfants, 2) les interprétations que donnent les élèves de leurs paysages linguistiques multilingues et 3) l’influence des activités spécifiquement conçues pour cette recherche sur les processus de construction de sens, l’apprentissage des langues, la conscience linguistique et le positionnement identitaire. Dans l’ensemble, les résultats obtenus laissent croire que l’augmentation du nombre de signalisations multilingues favorise la conscience linguistique des enfants apprenant la langue anglaise, renforce leur identité et leur sentiment d’appartenance, et permet l’apprentissage incident de la langue première (L1) et de la langue seconde (L2).
Journal of Early Childhood Research, 2019
In this study, analysis of video recordings of 5-year-old children’s use of language and nonverba... more In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to thei...
This case study investigated newcomer English language learner (ELL) children's perspectives on a... more This case study investigated newcomer English language learner (ELL) children's perspectives on and interpretations of their linguistic landscape (LL), as well as the influence of LL-based activities on their language awareness and learning, identity negotiation, and sense of belonging. With the children as co-researchers, creative-driven methodology was implemented through carefully designed class activities including children's photography, VLP (visual, lexical, and pragmatic) analyses, research conversations, and the creation of visual art (map making) as a form of identity text. The findings included 1) the types of LL that children were attracted to, 2) children's interpretations of their multilingual LL and 3) the influence of specifically developed activities on ELL children's meaning-making processes, language learning, language awareness, and identity positioning. Overall, the findings suggested that increasing multilingual signage would support ELL children's language awareness, strengthen their sense of identity and belonging, and would create opportunities for L1 and L2 incidental language learning. VIII 3.4.6 Research Conversations with the ESL Teacher and Participating Children…..……... 3.4.7 Field Notes………………………………………………………………………….… 3.5 Data Processing and Analysis………………………………………………………………..
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2020
Resume : L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la lang... more Resume : L’auteure explore la perspective qu’ont les enfants nouveaux arrivants apprenant la langue anglaise sur leur paysage linguistique ainsi que l’interpretation qu’ils en font. Elle se penche ...
JBILD, 2020
This article explores emergent tropes from conversations between a language teacher educator and ... more This article explores emergent tropes from conversations between a language teacher educator and three plurilingual language teacher candidates on the impact of creating a digital autobiographical identity text (D-AIT), a multimodal digital ‘text’ constructed to reflect their hybrid and evolving professional identities. In attempting to better understand the complex potential of this type of digital storytelling in the language teacher education classroom, we discuss at length several salient themes emerging from our polyvocal, or multi-voice data. These themes include the immediate and enduring impact of D-AIT production on language teacher candidates’ professional identities; the impact of this plurilingual pedagogy on both teachers’ and students’ academic literacies; and the potential of multiethnographic, polyvocal research to empower teacher-researchers. We conclude the article with, i) tips for using D-AITs in order to support culturally and linguistically diverse language teacher candidates and students; as well as ii) suggestions for how our participatory methodological approach may contribute to scholarly conversations and teacher practices.