ERIC Number: EJ1338297
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2377-9187
EISSN: N/A
Idiolect and Identity: Fourth Grade Students' Translanguaging, Comprehension, and Self-Identity
Eller, Stephanie; Nieto, David
Association of Mexican American Educators Journal, v15 n3 p88-106 2021
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A