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ERIC Number: EJ1312592
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: N/A
Translanguaging in a Chinese Immersion Classroom: An Ecological Examination of Instructional Discourses
Zheng, Bingjie
International Journal of Bilingual Education and Bilingualism, v24 n9 p1324-1339 2021
Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month ethnographic study conducted in a 4th/5th Chinese immersion classroom. Adopting an ecological lens, this study examines the instructional discourses emerged when translanguaging is encouraged in an immersion context where the majority of the class are English-dominant speakers. Findings demonstrate several instructional and communicative affordances of the teacher's and students' translanguaging through various modalities. Findings also reveal that students appropriate their linguistic and semiotic resources in response to the locally negotiated language norms and tensions. This paper discusses the challenges and pedagogical implications of incorporating translanguaging in foreign language immersion contexts in order to foster an equitable learning space for students from various social and linguistic backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A