A Child's Trilingual Language Practices in Korean, Farsi, and English: From a Sustainable Translanguaging Perspective

Autor/in	Choi, Jayoung
Titel	A Child's Trilingual Language Practices in Korean, Farsi, and English: From a Sustainable Translanguaging Perspective
Quelle	In: International Journal of Multilingualism, 16 (2019) 4, S.534-548 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Jayoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2019.1593423
Schlagwörter	Preschool Children; Child Language; Bilingual Students; Multilingualism; Translation; Code Switching (Language); Native Language; Korean; Indo European Languages; English; Sustainability; Communicative Competence (Languages) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Mehrsprachigkeit; Multilingualismus; Koreanisch; Indoeuropäisch; English language; Englisch; Nachhaltigkeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	Increased international marriages and transnational mobility have prompted more children to grow up learning more than two languages simultaneously. However, despite well-known benefits of multilingualism, helping a growing number of trilingual children to reach their full potential has been challenging in the US, as prevalent monolingual policies and biases inhibit home language maintenance and development. The current study aims to describe rich language practices of a trilingual child from birth to age six in communicating meaning across three home languages: Korean, Farsi, and English. This ethnographic study utilised the translanguaging as well as sustainable translanguaging frameworks. The findings show that the trilingual child engaged over time in complex, nuanced, and sophisticated language practices, namely translation and codeswitching, that are unique to trilingual practices. He did so to accomplish different communicative functions by meeting and contradicting needs and practices of his audiences. The study also discusses unique contributions to translanguaging research as well as important implications for home language development for immigrant parents and teachers who work with multilingual learners in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01