Progressive Practice and Translanguaging: Supporting Multilingualism in a Hong Kong Preschool

Autor/inn/en	Sanders-Smith, Stephanie C.; Dávila, Liv T.
Titel	Progressive Practice and Translanguaging: Supporting Multilingualism in a Hong Kong Preschool
Quelle	In: Bilingual Research Journal, 42 (2019) 3, S.275-290 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dávila, Liv T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1624281
Schlagwörter	Multilingualism; Bilingual Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Mandarin Chinese; Preschool Education; Teaching Methods; Peer Relationship; Code Switching (Language); Language Usage; Sino Tibetan Languages; Creativity; International Schools; Progressive Education; Preschool Children; Hong Kong + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Sprachgebrauch; Kreativität; International school; Internationale Schule; Reformpädagogik; Progressive Erziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Hongkong
Abstract	As an officially trilingual special administrative region of China and an economic powerhouse in Asia, Hong Kong has invested heavily in dual language schools that emphasize learning English alongside of Cantonese or Mandarin at all levels of education. Little research has explored how learning and language use takes shape within these schools, particularly within early childhood educational contexts. This article analyzes how young learners in Hong Kong early childhood program that adheres to an emergent curriculum and inquiry-based pedagogy develop trilingualism though translingual communicative practices. Specifically, we showcase conditions for trilingual participation within one classroom, as well as how children within it negotiated peer relationships through linguistic improvisation and accommodation. (As Provided).
Anmerkungen	Routledge. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01