Towards a Critical Translanguaging Biliteracy Pedagogy: The 'Aha Moment' Stories of Two Mandarin Chinese Teachers in Canada

Autor/inn/en	Jin, Jing; Liu, Yina
Titel	Towards a Critical Translanguaging Biliteracy Pedagogy: The 'Aha Moment' Stories of Two Mandarin Chinese Teachers in Canada
Quelle	In: Literacy, 57 (2023) 2, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12323
Schlagwörter	Teaching Methods; Literacy Education; Mandarin Chinese; Second Language Learning; Second Language Instruction; Community Schools; Power Structure; Bilingualism; Code Switching (Language); English (Second Language); Foreign Countries; Language Teachers; Teacher Attitudes; Pandemics; COVID-19; Multiple Literacies; Teacher Collaboration; Critical Literacy; Native Language Instruction; Heritage Education; Language Usage; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrerkooperation; Kritisches Lesen; Native language education; Muttersprachlicher Unterricht; Sprachgebrauch; Kanada
Abstract	Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01