Nurturing the Complex and Dynamic Nature of Bilingual and Biliterate Development in Early Childhood

• In Event: Reimagining the Future of Bilingual Teacher Education: Community and Field Visions, Policies, Pedagogies, and Praxis

Abstract

Misconceptions about young bilingual children’s language and literacy development abound. Too often, these misunderstandings operate from deficit perspectives, leading to erroneous interpretations of bilingual children’s knowledge, capabilities, and potential. Further, these misunderstandings often curtail the educational opportunities children receive in ways that stifle their growth. In this paper, we synthesize key theoretical and research contributions about the complex and dynamic nature of bilingual and biliterate development in early childhood. We give special attention to the development of bilingual and biliterate identities and the connection between these identities and learning, specifically the development of oral and written language in the early childhood years. We conclude with a set of child-centered principles to anchor early childhood bilingual teacher education curriculum and pedagogy.

Authors

• Nelia Peña, University of Colorado - Boulder

• Mileidis Gort, University of Colorado - Boulder