{"title":"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","authors":"Sujin Kim, Sun Choi","doi":"10.1075/ttmc.00079.kim","DOIUrl":null,"url":null,"abstract":"\n Building on the framework of translanguaging both as individuals’ flexible language practices and classroom\n pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a\n group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The\n analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural\n challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the\n complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on\n pedagogical translanguaging.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":" ","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual\\n classrooms\",\"authors\":\"Sujin Kim, Sun Choi\",\"doi\":\"10.1075/ttmc.00079.kim\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Building on the framework of translanguaging both as individuals’ flexible language practices and classroom\\n pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a\\n group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The\\n analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural\\n challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the\\n complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on\\n pedagogical translanguaging.\",\"PeriodicalId\":36928,\"journal\":{\"name\":\"Translation and Translanguaging in Multilingual Contexts\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2021-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Translation and Translanguaging in Multilingual Contexts\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/ttmc.00079.kim\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Translation and Translanguaging in Multilingual Contexts","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/ttmc.00079.kim","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.