Translanguaging for Biliteracy: Book Reading Practices in a Chinese Bilingual Family

Autor/inn/en	Yang, Shuling; Kiramba, Lydiah Kananu; Wessels, Stephanie
Titel	Translanguaging for Biliteracy: Book Reading Practices in a Chinese Bilingual Family
Quelle	In: Bilingual Research Journal, 44 (2021) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1907486
Schlagwörter	Case Studies; Bilingualism; Code Switching (Language); Language Usage; Sociocultural Patterns; Family Literacy; Chinese Americans; Mandarin Chinese; Discourse Analysis; Mothers; Parent Child Relationship; Books; Reading Comprehension; Imagery; Teaching Methods; Language Role; Native Language; Literacy Education; Language Acquisition; Second Language Learning; English (Second Language); Preschool Children; Story Reading + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bilingualismus; Sprachgebrauch; Soziokulturelle Theorie; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Diskursanalyse; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Book; Buch; Monographie; Monografie; Leseverstehen; Metaphorik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interactions, we found that translanguaging acted as a bridge to comprehension and served as a window to mental imagery that allowed participants to refine their understanding of the texts. We draw implications for teachers working with emergent bilingual children, particularly on the role of heritage languages in promoting biliteracy development in young emerging bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01