Technology supported early literacy learning in a multilingual community preschool

ABSTRACT

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/multilingual children. Twenty-one children used the app Talking Stickers at home and school for four weeks. The classroom was observed and the educators and parents were interviewed and surveyed. The findings indicated that children had enhanced opportunities to practice social, cognitive, and multi-lingual literacy skills, and bonds between home and school were strengthened. The research has implications for classroom practice and home-school programmes.

KEYWORDS:

• Digital technology
• early literacy
• multilingual learners
• home-school connection
• dual language picture books

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Natural Sciences and Engineering Research Council of Canada and Grand Challenges Canada.