双语儿童表述能力的发展:关于“Looking Glass Neighborhood”项目的报告（英文）

The Development of Bilingual Children's Narrative Skills: A Report of the “Looking Glass Neighborhood” Program

本文系统评估了在加州圣地亚哥进行的"Looking Glass Neighborhood"项目。"Looking Glass Neighborhood"项目属于"第五维"教育理论和维果茨基发展心理学的实践项目之一,旨在通过交互式游戏和书信写作提高双语儿童的双语读写能力。首先,基于对过去数十年一语习得文献的梳理,本文指出一语习得研究对儿童表述能力相关问题,尤其是双语儿童表述能力发展以及一语习得理论在早期读写教育中的实际应用的忽视。随后,基于民族志方法所获得的初步数据,本文分析了"Looking Glass Neighborhood"项目中的各个步骤对儿童表述能力发展的影响,并着重分析了该项目对口头表达与依托内容式协同协作间的互动的强调。本文最后讨论了该项目中的设计因素(例如依托内容式协同协作与间接式口头纠错反馈)在中国幼儿园及小学双语教学中的应用前景。

This paper evaluates Look Glass Neighborhood（LGN）, an educational after-school program being experimented in San Diego, California. Following the theories of Vygotskian psychology and the ＂Fifth-Dimension＂ education model, LGN aims at improving bilingual children＇s literacy via interactive games and letter writing activities. Based on previous studies on first language acquisition over past decades, the paper first discusses the inadequacy of research on child narrative development, especially in terms of the lack of attention to bilingual children and the insufficient discussion on applying first language acquisition theories to early literacy education. Then, it demonstrates the unique designs of the ＂Looking Glass Neighborhood＂program by a qualitative analysis of ethnographic data from two elementary school bilingual participants in the program, explicating the program＇s focuses on the interactions between oral performance and content-focused co-writing activities. Finally, the paper explores the possibility to embed some design elements of LGN such as content-based, co-writing activities and indirect oral corrective feedback into China＇s current kindergarten and elementary EFL curriculums.