Idiolect and Identity: Fourth Grade Students' Translanguaging, Comprehension, and Self-Identity

Autor/inn/en	Eller, Stephanie; Nieto, David
Titel	Idiolect and Identity: Fourth Grade Students' Translanguaging, Comprehension, and Self-Identity
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 3, S.88-106 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Code Switching (Language); Bilingualism; Language Usage; Native Language; Second Language Learning; Spanish; English (Second Language); Self Concept; Language Variation; Literacy; Kindergarten; Elementary School Students; Bilingual Education Programs; Second Language Instruction; Protocol Analysis; Audience Awareness; Hispanic American Students + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Sprachenvielfalt; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one's own unique language patterns, to explore emergent bilinguals' translanguaging and reading comprehension strategies during a reading think-aloud, as well as the ways that language factors into the construction of self-identity. Data collected from a think-aloud show that the five fourth-grade students used language flexibly when reading and comprehending the texts that were presented in both Spanish and English. The participants, in follow-up interviews, also explained ways that they use translanguaging strategies when communicating with different audiences and how their identity as bilinguals positions them as mediators of their own language use. These findings support the conclusion that when students' idiolects are supported and encouraged, they are able to develop positive self-identities. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: https://amaejournal.utsa.edu/index.php/AMAE/HOME
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01