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Autor/inn/en | Back, Michele; Han, Mihyun; Weng, Shih-Chieh |
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Titel | Emotional Scaffolding for Emergent Multilingual Learners through Translanguaging: Case Stories |
Quelle | In: Language and Education, 34 (2020) 5, S.387-406 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Back, Michele) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0782 |
DOI | 10.1080/09500782.2020.1744638 |
Schlagwörter | Code Switching (Language); Multilingualism; Emotional Experience; Second Language Learning; Second Language Instruction; Anxiety; Rural Schools; Well Being; Elementary School Students; Kindergarten; Case Studies; Behavior Problems; Scaffolding (Teaching Technique); Teacher Student Relationship; English (Second Language); Language Usage; Native Language Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Angst; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Well-being; Wellness; Wohlbefinden; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch |
Abstract | Despite a large body of literature on foreign language learning anxiety and emerging research on translanguaging, research on the role of translanguaging on the socioemotional experiences of emergent multilingual learners (EMLLs) is minimal at best. Yet the persistent academic and emotional difficulties of EMLLs in K-12 US schools urge a closer look at how translanguaging strategies can help navigate these difficulties. In this article we present two case stories illustrating how translanguaging strategies can act as scaffolds for EMLLs' emotional well-being. Grounding our analysis in notions of language learning anxiety, translanguaging, and emotional scaffolding, we report on research conducted in two rural elementary schools. We show how the use of translanguaging strategies with two elementary-age students and two multilingual volunteers played a key role in reducing anxiety and related behavioral issues, in addition to improving acquisition of academic content. We discuss implications for multilingual school districts and how they can harness these practices to benefit all students, including monolinguals. (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 | 2024/1/01 |