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AutorenArreguín-Anderson, María G.; Salinas-Gonzalez, Irasema; Alanis, Iliana
TitelTranslingual Play That Promotes Cultural Connections, Invention, and Regulation: A LatCrit Perspective
QuelleIn: International Multilingual Research Journal, 12 (2018) 4, S.273-287 (15 Seiten)
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ZusatzinformationORCID (Arreguín-Anderson, María G.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1931-3152
DOI10.1080/19313152.2018.1470434
SchlagwörterHispanic American Students; Critical Theory; Race; Code Switching (Language); Culturally Relevant Education; Bilingual Education; Early Childhood Education; Drama; Teaching Methods; Language Usage; Spanish; English (Second Language); Second Language Learning; Play; Classroom Communication; Disadvantaged Youth; Preschool Education; Texas
AbstractUsing Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children from the Head Start center where this study took place creatively used language to invent and imagine characters, scenarios, and dialogues. Furthermore, their translingual talk facilitated regulation and control of their free play. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/4/11
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