Translanguaging design in a third grade Chinese Language Arts class

Zhongfeng Tian

57 citations0/0 files storedApplied Linguistics Review

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Abstract Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education, 117–130. Cham: Springer International Publishing). To recognize the dynamic nature of bilingualism and leverage bilingual learners’ full semiotic and linguistic repertoire as a resource, this study looks at how to strategically and purposefully develop flexible and multilingual educational spaces in a third grade Chinese Language Arts (CLA) class in a Mandarin-English DLBE program in the New England area, U.S. Drawing upon Sánchez, María Teresa (Maite), Ofelia García & Cristian Solorza. 2018. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41(1). 37–51. https://doi.org/10.1080/15235882.2017.1405098 , translanguaging allocation policy framework, the researcher and the teacher co-designed and implemented translanguaging documentation, translanguaging rings, and translanguaging transformation spaces in the CLA class throughout the school year of 2018–19. Taking the form of participatory design research (Bang, Megan & Shirin Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34(3). 173–193. https://doi.org/10.1080/07370008.2016.1181879 ), this collaborative inquiry demonstrates that translanguaging pedagogies could promote student engagement, contribute to their academic learning, and build home-school connections. It aims to provide authentic, sustainable knowledge for both researchers and practitioners to better serve bilingual learners in DLBE programs.

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References

1982The Dialogic Imagination: Four Essays 2009Bilingual education in the 21st century: a global perspective 2017Translanguaging as a Practical Theory of Language 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 2013Translanguaging: Language, Bilingualism and Education 2014Language, Bilingualism and Education 2010Bilingual 2007Rethinking monolingual instructional strategies in multilingual classrooms

Cited by

2022Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program 2022Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration 2022Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong 2023Translanguaging Framework for Deaf Education 2025Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research

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