ABSTRACT

Much still needs to be discovered about young bilingual children’s language and literacy development. Key questions include how these children make sense of new academic environments, acquire a second language (L2) as they further their development of their first (L1) or home language, and learn to read and write in two languages. The language and literacy experiences at home and school of Zehra (a pseudonym), a young Turkish sojourner in the United States, provide some answers to the above questions.