ABSTRACT
This chapter presents examples of the literacy practices of young bilingual children taking place at home and at school – practices which are often invisible and excluded from studies of early literacy in the early years. My starting point is the belief in the remarkable skills of children living between and within different linguistic and cultural settings. Data from an ethnographic study of three fouryear-old children as they begin school in three English nursery classes reveals ways in which young bilinguals take an active role and syncretise their home and school learning. Second, the crucial role of cultural and linguistic mediators (teacher, Bilingual Teaching Assistant, sibling or peer) in early language and literacy learning is explored in relation to a new interpretation of ‘scaffolding’, ‘guided participation’ or ‘synergy’. Finally, the chapter suggests the need for further work and research which can lead to new insights about early bilingualism and a deeper understanding of supporting young children’s language and literacy learning. The work overall provides insights into young bilingual children’s use of first languages as well as English and explores issues of identity, diversity and agency.
