Translanguaging Pedagogies in a Mandarin-English Dual Language Bilingual Education Classroom: Contextualised Learning from Teacher-Researcher Collaboration

Autor/inn/en	Tian, Zhongfeng; Lau, Sunny Man Chu
Titel	Translanguaging Pedagogies in a Mandarin-English Dual Language Bilingual Education Classroom: Contextualised Learning from Teacher-Researcher Collaboration
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 8, S.960-974 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tian, Zhongfeng) ORCID (Lau, Sunny Man Chu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2161815
Schlagwörter	Code Switching (Language); Translation; Bilingualism; Bilingual Education; Mandarin Chinese; English; Grade 3; Elementary School Teachers; Researchers; Cooperation; Public Schools; Immersion Programs; Second Language Learning; Second Language Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Co-operation; Kooperation; Public school; Öffentliche Schule; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a Grade 3 Mandarin teacher in implementing translanguaging approaches across different content areas. We focus particularly on critical moments of dissonance in their research partnership that capture their changing understandings and constant negotiations of translanguaging stance, design, and shifts. Through open and focused coding of qualitative data, we identified both parties' evolving perspectives and teaching/research practices. Ambivalence, doubts, and contradictions characterised their collaboration process as both researcher and teacher wrestled with what translanguaging means to Chinese education within a DLBE context where English hegemony reigns both inside and outside school. Important critical moments are highlighted to illuminate how the pair gradually developed a shared understanding about the need for a more comprehensive, critical, and contextualised lens to translanguaging pedagogies and to learn how to orchestrate translanguaging spaces in DLBE programmes while privileging students' use of Mandarin. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01