美国多语言课堂中教师对新兴双语者的跨语言认知与实践

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Sujin Kim, Sun Choi
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引用次数: 1

摘要

基于跨语言作为个人灵活的语言实践和课堂教学法的框架,本文报告了一个案例研究,该研究考察了美国大西洋中部学区一组小学教师对教学跨语言的看法和实践。该分析显示了教师观念和实践的一系列转变,以及他们在实施教学语言转换以实现内容整合识字教学方面的观念和结构挑战。研究结果指出了超多样化课堂中教学语言迁移的复杂性,并提出了扩大教学语言迁移实证研究的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms
Building on the framework of translanguaging both as individuals’ flexible language practices and classroom pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on pedagogical translanguaging.
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来源期刊
Translation and Translanguaging in Multilingual Contexts
Translation and Translanguaging in Multilingual Contexts Arts and Humanities-Literature and Literary Theory
CiteScore
1.20
自引率
12.50%
发文量
23
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