TY - BOOK AU - Bernstein,Katie A. TI - (Re)defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School SN - 9781788928991 AV - PE1128.A2 U1 - 372.6521049 23/eng PY - 2020///] CY - Bristol, Blue Ridge Summit PB - Multilingual Matters KW - Education, Bilingual KW - United States KW - Case studies KW - English language KW - Study and teaching (Preschool) KW - Foreign speakers KW - English language-Study and teaching (Preschool)-Foreign speakers KW - Language arts (Preschool) KW - LANGUAGE ARTS & DISCIPLINES / Linguistics / General KW - bisacsh KW - Classroom discourse KW - Early childhood education KW - English language learning KW - English-medium US pre-kindergarten KW - SLA KW - Young second language learners KW - emergent bilinguals KW - language assessment KW - multilingual learners’ translingual practices KW - second language acquisition KW - second language learners in preschool KW - successful language learning KW - translanguaging KW - young learners N1 - Frontmatter --; Contents --; Figures, Tables and Images --; Acknowledgements --; Transcription Symbols --; Introduction --; 1 Participation in Interaction and Language Learning: A Layered Approach --; 2 Language and Language Learning as Social Practice --; 3 From Bhutan, Uzbekistan and Berkeley to River City: Arrival Stories --; 4 Adults as Context-makers: Parents’ and Teachers’ Beliefs about Language --; 5 The Social Field of Classroom Three: Policies and Practices --; 6 Becoming Students, Becoming Speakers: Positioning in the Social Field of Classroom Three --; 7 Who Learned What? Three Perspectives on Success in Language Learning --; 8 Beyond English: Multimodal, Multilingual Repertoires at Work --; 9 The Edge Has its Advantages: Participation and Learning on the Periphery --; 10 Concluding Thoughts: Success Stories --; Appendix 1: Details about Conflicts that Brought Classroom Three Families to the United States and their Experiences with Resettlement --; Appendix 2: Detailed Methodological Information --; References --; Index; restricted access N2 - This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US and examines how students’ differing social positions in the classroom shaped their participation in interaction and, thus, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are often overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual UR - https://doi.org/10.21832/9781788929004 UR - https://www.degruyter.com/isbn/9781788929004 UR - https://www.degruyter.com/document/cover/isbn/9781788929004/original ER -