Translanguaging in a Chinese Immersion Classroom: An Ecological Examination of Instructional Discourses

Autor/in	Zheng, Bingjie
Titel	Translanguaging in a Chinese Immersion Classroom: An Ecological Examination of Instructional Discourses
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1324-1339 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Bingjie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1561642
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; Immersion Programs; Semiotics; English (Second Language); Classroom Communication; Language Usage; Ethnography; Language Dominance; Teacher Student Relationship; Affordances; Social Differences; Teaching Methods; Grade 4; Grade 5; Elementary School Students; Discourse Analysis; Charter Schools; Bilingualism; Chinese Americans; Mandarin Chinese + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Semiotik; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Sprachgebrauch; Ethnografie; Sprachliche Dominanz; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Diskursanalyse; Charter school; Charter-Schule; Bilingualismus; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA
Abstract	Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month ethnographic study conducted in a 4th/5th Chinese immersion classroom. Adopting an ecological lens, this study examines the instructional discourses emerged when translanguaging is encouraged in an immersion context where the majority of the class are English-dominant speakers. Findings demonstrate several instructional and communicative affordances of the teacher's and students' translanguaging through various modalities. Findings also reveal that students appropriate their linguistic and semiotic resources in response to the locally negotiated language norms and tensions. This paper discusses the challenges and pedagogical implications of incorporating translanguaging in foreign language immersion contexts in order to foster an equitable learning space for students from various social and linguistic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01