Translanguaging to Support Emergent Bilingual Students in English Dominant Preschools: An Explanatory Sequential Mixed-Method Study

Autor/inn/en	McClain, Janna Brown; Mancilla-Martinez, Jeannette; Flores, Israel; Buckley, Laura
Titel	Translanguaging to Support Emergent Bilingual Students in English Dominant Preschools: An Explanatory Sequential Mixed-Method Study
Quelle	In: Bilingual Research Journal, 44 (2021) 2, S.158-173 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McClain, Janna Brown)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1963014
Schlagwörter	Bilingualism; Code Switching (Language); English (Second Language); Preschool Education; Preschool Children; Spanish; Language Usage; Native Language; Correlation; Teacher Student Relationship; Spanish Speaking; Audio Equipment; Scaffolding (Teaching Technique); Preschool Teachers; Teacher Characteristics + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Spanisch; Sprachgebrauch; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Audio-CD; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Emergent bilinguals (EB) from Spanish-speaking homes are an already large and rapidly growing population in the U.S., yet limited research examines their language environments, particularly in the English dominant contexts where most attend school. This explanatory sequential mixed-methods study first quantitatively examines adults' use of Spanish and use of questions in audio recordings captured by microphones worn by EBs (N = 12) in English dominant preschools. Because a correlation between use of Spanish and use of open-ended questions was found, the authors engaged in further qualitative analysis of Spanish utilization to gain insight into the nature of the relationship. Qualitative analysis suggests that teachers' use of translanguaging enabled EBs to participate more fully in English dominant classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01