Multilingual Learning Inside/Outside the Classroom: Insights from Intra-Active Events

Autor/inn/en	Liaw, Marsha Jing Ji; Botelho, Maria José; Lau, Sunny Man Chu
Titel	Multilingual Learning Inside/Outside the Classroom: Insights from Intra-Active Events
Quelle	In: Reading Teacher, 77 (2023) 2, S.199-206 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2237
Schlagwörter	Multilingualism; Writing Processes; Second Language Learning; Second Language Instruction; Elementary School Students; Bilingual Education Programs; Student Interests; Case Studies; Multimedia Materials; Ethnography; Bilingualism; Grade 5; Native Language; Code Switching (Language); Museums; Learning Activities; Chinese; English (Second Language); Journal Writing; Learner Engagement; Literacy Education; Learning Processes + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Studieninteresse; Case study; Fallstudie; Case Study; Ethnografie; Bilingualismus; School year 05; 5. Schuljahr; Schuljahr 05; Museum; Museumswesen; Museen; Lernaktivität; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zeitschriftenaufsatz; Learning process; Lernprozess
Abstract	As K-5 dual language programs gain popularity in the United States, language teaching, however, often still prioritizes discrete and decontextualized learning that is not built on students' interests and experiences or their multilingual and multimodal resources. This article reports on a classroom-based ethnographic case study and illustrates how emergent bilinguals in a fifth grade dual language class engaged in a variety of multimodal experiences to understand local history through their first and second languages, community-based inquiries, and writing. Drawing on translanguaging and new materialist understandings of language and literacy, the authors describe intra-active events generated through museum activities and discussions in English and Chinese that allowed students to assemble whole-body experiences and discussions in their journal writing about a day in the 18th century. The study shows how translanguaging can foster students' engagement in learning as assemblages of their multilingual, multimodal, and multisensory experiences and support their writing processes and products, not only in a second language, but all language and literacy classrooms. (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