Translanguaging as a Boundary Crossing Mechanism: A Turkish-American Youngster and Her Linguistic Negotiation of Three Discursive Spaces

Autor/inn/en	Yilmaz, Tuba; de Jong, Ester
Titel	Translanguaging as a Boundary Crossing Mechanism: A Turkish-American Youngster and Her Linguistic Negotiation of Three Discursive Spaces
Quelle	In: Australian Journal of Applied Linguistics, 3 (2020) 1, S.11-25 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Code Switching (Language); Turkish; English (Second Language); Second Language Learning; Academic Achievement; Achievement Gap; Cultural Differences; Language Usage; Case Studies; Heritage Education; Educational Environment; Student Attitudes; Native Language; Sociocultural Patterns; Parent Child Relationship; Peer Relationship; Family Environment; Community Schools; Native Language Instruction + Suchen Sie Ihr Suchwort? Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Kultureller Unterschied; Sprachgebrauch; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Soziokulturelle Theorie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Familienmilieu; Community school; ; Gemeindeschule; Gemeinschaftsschule; Native language education; Muttersprachlicher Unterricht
Abstract	In order to effectively respond to the increased linguistic and cultural diversity in U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse (CLD) students and mainstream students, teachers need to take an asset-based approach and be able to draw on CLD students' entire funds of linguistic knowledge. However, few studies have examined CLD students' linguistic choices in multiple discursive spaces with different linguistic norms, values and practices. This article addresses this research gap through a case study of Elif, a Turkish-American student and her linguistic boundary crossing experiences within and across three discursive spaces: her home, her Turkish heritage language school, and her mainstream school. Through in-depth analysis of interviews, observations, and field notes, the study revealed that Elif experienced different linguistic environments and boundary types. She negotiated experiences that ranged from smooth to managed to insurmountable boundaries. Finally, translanguaging practices acted as a key boundary object that mediated sociocultural discontinuities in the Turkish heritage language school, and facilitated Elif's experiences between Turkish dominant and English dominant discursive spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01