Acceso usuarios
Estados Unidos
Aims and objectives:
The purpose of this study is to explore translanguaging in a heritage classroom by asking the following central questions: (1) What translanguaging practices were available in an online community-based Chinese heritage language classroom? (2) How did the Chinese language teacher use these practices? (3) Why did the teacher use translanguaging? (4) How were the young heritage language learners involved in these practices? Methodology:
A qualitative case study research design is utilized to explore translanguaging practices in the classroom.
Data and analysis:
The data sources included fieldnotes during observations, video recordings of class conversations, and artifacts made or provided by the participants. All the data were collected virtually via Zoom.
Findings:
The findings show that the teacher purposefully engaged the children in understanding vocabulary words through translanguaging and that students participated in class conversations in various ways, including initiating questions and connecting to their personal experiences. The findings also present the teacher’s perspectives on translanguaging practices.
Originality:
The literature has explored translanguaging practices, but limited research has focused on these practices in community-based Chinese heritage early childhood classrooms. This study describes the specific ways that a teacher created opportunities for bilingual children to engage in translanguaging practices in a Chinese heritage classroom.
Implications:
While research on translanguaging and children’s heritage language learning in home and school contexts has existed for decades, the findings of this study bring new attention to translanguaging practices in Chinese heritage language classrooms. The study provided an example of a pedagogical model for teachers to reconsider Chinese heritage language education and promote bilingual children’s language learning and identity construction.
