References
- Albon, D., & Rosen, R. (2013). Negotiating adult-child relationships in early childhood research. Routledge.
- Angell, A., Alexander, J., & Hunt, J. A. (2015). ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method. Journal of Early Childhood Research, 13(1), 17–28. https://doi.org/10.1177/1476718X14538592
- Bakhtin, M. M. (1984). Rabelais and his world. Indiana University Press.
- Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699–714. https://doi.org/10.1016/j.ecresq.2014.02.003
- Bialystok, E. (2001). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169–181. https://doi.org/10.1017/S0267190501000101
- Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). Modern Language Journal, 91(5), 863–876. https://doi.org/10.1111/j.1540-4781.2007.00674.x
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Castro, D. C. (2014). The development and early care and education of dual language learners: Examining the state of knowledge. Early Childhood Research Quarterly, 29(4), 693–698. https://doi.org/10.1016/j.ecresq.2014.08.003
- Castro, D. C., Páez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1), 15–21. https://doi.org/10.1111/j.1750-8606.2010.00142.x
- Choi, J. (2019). Demystifying simultaneous triliteracy development: One child’s emergent writing practices across three scripts focusing on letter recognition, directionality and name writing. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798419896064
- Christian, B., & Bloome, D. (2004). Learning to read is who you are. Reading and Writing Quarterly, 20(4), 365–384. https://doi.org/10.1080/10573560490489847
- Cimpian, A., Hammond, M. D., Mazza, G., & Corry, G. (2017). Young children’s self-concepts include representations of abstract traits and the global self. Child Development, 88(6), 1786–1798. https://doi.org/10.1111/cdev.12925
- Collett, J. (2018). Constructing identities: How two emergent bilinguals create linguistic agency in elementary school. Bilingual Research Journal, 41(2), 133–149. https://doi.org/10.1080/15235882.2018.1451410
- Compton-Lilly, C. (2006). Identity, childhood culture, and literacy learning: A case study. Journal of Early Childhood Literacy, 6(1), 57–76. https://doi.org/10.1177/1468798406062175
- Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Chartered Association of Building Engineers (CABE).
- Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
- Dyson, A. H. (1996). Cultural constellations and childhood identities: On Greek gods, cartoon heroes, and the social lives of school children. Harvard Educational Review, 66(3), 471–496. https://doi.org/10.17763/haer.66.3.3n5247450r155l73
- Flores-Dueñas, L. (2005). Lessons from La Maestra Miriam: Developing literate identities through early critical literacy teaching. Journal of Latinos and Education, 4(4), 237–251. https://doi.org/10.1207/s1532771xjle0404_3
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley/Blackwell.
- Gee, J. P. (2002). A sociocultural perspective on literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research, vol. 1 (pp. 30–42). The Guilford Press.
- Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Routledge.
- Genishi, C., Stires, S. E., & Yung-Chan, D. (2001). Writing in an integrated curriculum: Prekindergarten English language learners as symbol makers. Elementary School Journal, 101(4), 399–416. https://doi.org/10.1086/499678
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
- Grosjean, F. (2010). Bilingual: Life and reality. Harvard University Press.
- Hall, L. A. (2010). The negative consequences of becoming a good reader: Identity theory as a lens for understanding struggling readers, teachers, and reading instruction. Teachers College Record, 112(7), 1792–1829.
- Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P., Wessell, J., & Buysse, V. (2014). The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734–749. https://doi.org/10.1016/j.ecresq.2013.12.002
- Haney, W., Russell, M., & Bebell, D. (2004). Drawing on education: Using drawings to document schooling and support change. Harvard Educational Review, 74(3), 241–272. https://doi.org/10.17763/haer.74.3.w0817u84w7452011
- Hawkins, M. R. (2005). Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly, 39(1), 59–82. https://doi.org/10.2307/3588452
- Jacoby, J. W., & Lesaux, N. K. (2017). Language and literacy instruction in preschool classes that serve Latino dual language learners. Early Childhood Research Quarterly, 40, 77–86. https://doi.org/10.1016/j.ecresq.2016.10.001
- Jiménez, R. T. (2000). Literacy and the identity development of Latina/o students. American Educational Research Journal, 37(4), 971–1000. https://doi.org/10.3102/00028312037004971
- Jiménez, R. T., García, G. E., & Pearson, P. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32(1), 67–97. https://doi.org/10.3102/00028312032001067
- Kabuto, B. (2010). Code-switching during parent-child reading interactions: Taking multiple theoretical perspectives. Journal of Early Childhood Literacy, 10(2), 131–157. https://doi.org/10.1177/1468798409345109
- Kabuto, B. (2011). Becoming biliterate: Identity, ideology, and learning to read and write in two languages. Routledge.
- Kendrick, M., & McKay, R. (2004). Drawing as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109–128. https://doi.org/10.1177/1468798404041458
- Lysaker, J. T. (2006). Young children’s readings of wordless picture books: What’s “self” got to do with it? Journal of Early Childhood Literacy, 6(1), 33–55. https://doi.org/10.1177/1468798406062174
- Machado, E., & Hartman, P. (2019). Translingual writing in a linguistically diverse primary classroom. Journal of Literacy Research, 51(4), 480–503. https://doi.org/10.1177/1086296X19877462
- Martínez-Roldán, C. M., & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4(2), 155–180. https://doi.org/10.1177/1468798404044514
- Martínez-Roldán, C. M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino students’ transactions with narrative texts. Journal of Early Childhood Literacy, 6(3), 293–322. https://doi.org/10.1177/1468798406069799
- Maxwell, J. A. (1996). Qualitative research design. An interactive approach. Sage.
- McCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37(2), 228–238. https://doi.org/10.1598/RRQ.37.2.6
- Merriam, S. B., & Tisdell, E. J. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Mielonen, A. M., & Paterson, W. (2009). Developing literacy through play. Journal of Inquiry and Action in Education, 3(1), 15–46. https://files.eric.ed.gov/fulltext/EJ1134673.pdf
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
- Moje, E. B., Luke, A., Davies, B., & Street, B. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437. https://doi.org/10.1598/RRQ.44.4.7
- Moses, L., & Kelly, L. B. (2017). The development of positive literate identities among emerging bilingual and monolingual first graders. Journal of Literacy Research, 49(3), 393–423. https://doi.org/10.1177/1086296X17713291
- Moses, L., & Kelly, L. B. (2018). “We’re a little loud. That’s because we like to read!”: Developing positive views of reading in a diverse, urban first grade. Journal of Early Childhood Literacy, 18(3), 307–337. https://doi.org/10.1177/1468798416662513
- Nasir, N. S. (2010). Studying identity in learning contexts from a human sciences perspective. National Society for the Study of Education, 109(1), 53–65.
- Norton, B., & Toohey, K. (2002). Identity and language learning. In R. B. Kaplen (Ed.), The Oxford handbook of applied linguistics (pp. 115–123). Oxford University Press.
- Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.
- Parkinson, D. D. (2001). Securing trustworthy data from an interview situation with young children: Six integrated interview strategies. Child Study Journal, 31(3), 137–155.
- Paterson, B. L. (1994). A framework for identifying reactivity in qualitative research. Western Journal of Nursing Research, 16(3), 301–316. https://doi.org/10.1177/019394599401600306
- Patton, M. Q. (1990). Qualitative evaluation and research methods. Sage.
- Pfeffer, J. (1982). Organizations and organization theory. Pitman.
- Reyes, I., & Azuara, P. (2008). Emergent biliteracy in young Mexican immigrant children. Reading Research Quarterly, 43(4), 374–398. https://doi.org/10.1598/RRQ.43.4.4
- Rogers, R., & Elias, M. (2012). Storied selves: A critical discourse analysis of young children’s literate identifications. Journal of Early Childhood Literacy, 12(3), 259–292. https://doi.org/10.1177/1468798411417370
- Rosenblatt, L. R. (1994). The reader, the text, and the poem. Southern Illinois University Press.
- Smith, M. W., Brady, J. P., & Anastasopoulos, L. (2008). Early language and literacy classroom observation, pre-K tool. Paul H. Brookes Publishing.
- Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Harvard University Press.
- Sylva, K., Roy, C., & Painter, M. (1980). Child watching at playground and nursery school. Grant McIntyre.
- Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
- Wagner, C. J. (2018). Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities. Journal of Early Childhood Literacy, 18(1), 5–37. https://doi.org/10.1177/1468798417739668
- Wagner, C. J. (2019). Connections between reading identities and social status in early childhood. TESOL Quarterly, 53(4), 1060–1082. https://doi.org/10.1002/tesq.529
- Wagner, C. J. (2020). Seeing and nurturing young children’s reading identities. Journal of Language and Literacy Education, 16(1), 1–14. http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Wagner_JoLLE2020.pdf
- Walgermo, B. R., Frijters, J. C., & Solheim, O. J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 44, 90–100. https://doi.org/10.1016/j.ecresq.2018.03.002
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
- Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly, 29(3), 473–503. https://doi.org/10.2307/3588072