 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Korean Bilingual Students’ Strategic Employment of Translanguaging While Writing
Chaehyun Lee
Full-Text PDF
XML 1051 Views
DOI:10.17265/1539-8080/2020.04.003
Southeastern Oklahoma State University, Oklahoma, United States
This qualitative study utilizes a heteroglossic perspective and discourse analysis methodology to examine why and for what purposes three Korean-American third-graders engaged in translanguaging practices while writing in a Korean heritage language (HL) classroom in the U.S. translanguaging refers to bilingual speakers’ natural strategy when they utilize their full language linguistic repertoires from their two languages. In performing the analysis of translanguaging purposes, I categorize the students’ written translanguaging purposes into four categories: sociolinguistic, metalinguistic, sociocultural, and metacognitive. The findings show that the emergent bilingual students utilize their linguistic resources from both their languages through translanguaging, and their translanguaging demonstrates their sociolinguistic competence, metalinguistic awareness, sociocultural understanding, and metacognitive insight. The fluid way that the students translanguaged while writing suggest that they were employing their integrated linguistic resources, rather than utilizing each language separately to write. The findings substantiate the use of heteroglossic perspective to explain bilingual students’ utilization of two languages while writing.
Korean-American bilingual, literacy, writing, translanguaging, heteroglossia
August, D., & Shanahan, T. (2010). Response to a review and update on “Developing literacy in second-language learners: Report of the National Literacy Panel on Language Minority Children and Youth”. Journal of Literacy Research, 42(3), 341-348.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (M. Holquist, Ed., C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
Bauer, E. B., Presiado, V., & Colomer, S. (2017). Writing through partnership: Fostering translanguaging in children who are emergent bilinguals. Journal of Literacy Research, 49(1), 10-37.
Bialystok, E. (1991). Metalinguistic dimensions of bilingual language proficiency. In Bialystok, E. (Ed.), Language processing in bilingual children (pp. 113-140). London, England: Cambridge University Press.
Canagarajah, A. S. (Ed.). (2013). Literacy as translingual practice: Between communities and schools. New York, NY: Routledge.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89, 585-592.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for teaching and learning. The Modern Language Journal, 94, 103-115.
Durán, L., & Palmer, D. (2014). Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 14, 367-388.
Edelsky, C. (1986). Writing in a bilingual program: Había una vez. Norwood, NJ: Ablex.
Francis, D. J., Lesaux, N. K., & August, D. (2006). Language of instruction. In D. August and T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language Minority Children and Youth (pp. 365-414). Mahwah, NJ: Lawrence Erlbaum.
García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell.
García, O., & Leiva, L. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge and A. Creese (Eds.), Heteroglossia as practice and pedagogy (Vol. 20, pp. 199-216). Heidelberg, Germany: Springer.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.
García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity, & Education, 6(4), 245-255.
Gee, J. P. (2012). How to do discourse analysis: A toolkit. New York, NY: Routledge.
Genesee, F., Geva, E., Dressler, C., & Kamil, M. L. (2006). Synthesis: Cross-linguistic relationships. In D. August and T. Shanahan (Eds.), Developing literacy in second-language learning: Report of the National Literacy Panel on language minority children and youth (pp. 153-174). Mahwah, NJ: Lawrence Erlbaum.
Golberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority L1 children learning English as a L2. Applied Psycholinguistics, 29, 1-25.
Goldenberg, C. (2011). Reading instruction for English language learners. In M. Kamil, P. D. Pearson, E. B. Moje, and P. Afflerbach (Eds.), The handbook of reading research (Vol. 4, pp. 684-710). New York, NY: Routledge.
Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilinguals. Journal of Literacy Research, 44(1), 45-75.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in social-semiotic perspective. London: Oxford University Press.
Hopewell, S., & Escamilla, K. (2014). Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving. Journal of Literacy Research, 46(1), 68-89. doi:10.1177/1086296X13504869
Lee, C., & García, E. G. (2020). Unpacking the oral translanguaging practices of Korean-American first graders. Bilingual Research Journal, 43(1), 32-49.
McCarthey, S., Idelia, N., & Lee, C. (2019). Translanguaging across contexts. In M. Dressman and R. Sadler (Eds.), The handbook of informal language learning (pp. 349-367). Oxford: John Wiley & Sons Ltd.
Meichenbaum, D. (1985). Teaching thinking: A cognitive-behavioral perspective. In S. F., Chipman, J. W. Segal, and R. Glaser (Eds.), Thinking and learning skills, Vol. 2: Research and open questions. Hillsdale, NJ: Lawrence Erlbaum Associates.
Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). Thousand Oaks, CA: Sage.
Nam, K. M. (2017). How young children make sense of two different writing systems: Korean written in the Hangul alphabet, and English written in the Roman alphabet. Journal of Early Childhood Literacy, 18(4), 490-517.
Ro, Y. E., & Cheatham, G. A. (2009). Biliteracy and bilingual development in a second-generation Korean child: A case study, Journal of Research in Childhood Education, 23, 290-308.
Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247-284.
Soltero-Gonzalez, L., & Butvilofsky, S. (2016). The early Spanish and English writing development of simultaneous bilingual preschoolers. Journal of Early Childhood Literacy, 16(4), 473-497.
Street, B. (2001). Introduction. In B. Street (Ed.), Literacy and development: Ethnographic perspectives (pp. 1-17). London: Routledge.
Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30.