跨语言学习中的代理与注册：初中双语学习者参与社会研究探究

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-08-22 DOI:10.1002/tesq.3346

Mary J. Schleppegrell, Mina Hernandez Garcia, Sally AL‐Banna, Chauncey Monte‐Sano

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引用次数: 0

摘要

我们报告了美国中学讲阿拉伯语的学生在社会研究探究过程中为学科学习而积极翻译语言的情况，并提出了在英语占主导地位的课堂上通过翻译语言支持学生学术学习和双语发展的具体方法。我们与教师和学生一起开展了基于设计的研究，历经五次调查，并在支持这种情况下的翻译过程中遇到困难时改进了我们的中介过程。对视频记录的分析表明，要让学习者积极主动地谈论学科概念，他们需要发展语域--不仅是英语语域，还需要通过翻译语域。仅有双语探究课程材料和鼓励是不够的；还需要与其他能够通过翻译语言讨论学科概念的人进行互动，以支持学习者利用他们所有的意义生成资源。新来的初学英语的学习者的存在为翻译语言创造了环境，但即使是流利的双语学习者也能从阿拉伯语社会研究语域的进一步发展中获益。在不断的实践中，新兴和流利的双语学习者通过翻译语言参与了探究实践。在学习学校科目的背景下，支持翻译语言可以帮助学习者开发其双语意义生成潜能。

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Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry

We report on U.S. middle school Arabic‐speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English‐dominant classrooms. We engaged in design‐based research with teachers and students over five investigations and refined our mediating processes as we encountered challenges in supporting translanguaging in this context. Analysis of video records showed that for learners to be agentive in talking about subject matter concepts, they needed register development—not only in English but also through translanguaging. Bilingual inquiry curriculum materials and encouragement are not enough; interaction with others who can discuss disciplinary concepts through translanguaging is needed to support learners' agency in drawing on all their meaning‐making resources. The presence of recently arrived learners new to English creates contexts for translanguaging, but even fluent bilingual learners benefit from further development of Arabic social studies registers. With ongoing practice, emergent and fluent bilinguals participated in inquiry practices through translanguaging. Support for translanguaging in the context of learning school subjects can enable learners' development of their bilingual meaning‐making potential.

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.