Conceptualizing Community Translanguaging through a Family Literacy Project

Autor/inn/en	Kim, Sujin; Dorner, Lisa M.; Song, Kim H.
Titel	Conceptualizing Community Translanguaging through a Family Literacy Project
Quelle	In: International Multilingual Research Journal, 15 (2021) 4, S.293-316 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sujin) ORCID (Dorner, Lisa M.) ORCID (Song, Kim H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1889112
Schlagwörter	Family Literacy; Code Switching (Language); Semiotics; Family Relationship; Language Usage; Second Language Learning; Native Language; Metalinguistics; Cooperation; Intercultural Communication; Writing (Composition); Freehand Drawing; Multiple Literacies; Teaching Methods; Language of Instruction; Cultural Differences; Multilingualism; Spanish; Immersion Programs; Second Language Instruction; English (Second Language); Ethnography; Elementary School Students + Suchen Sie Ihr Suchwort? Semiotik; Sprachgebrauch; Zweitsprachenerwerb; Metalanguage; Metasprache; Co-operation; Kooperation; Interkulturelle Kommunikation; Schreibübung; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Kultureller Unterschied; Mehrsprachigkeit; Multilingualismus; Spanisch; Immersionsprogramm; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie
Abstract	This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize "community translanguaging" as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual's and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01