Translanguaging in Preschools: Evidence from Polish-English Bilingual Children

Autor/in	Pawliszko, Judyta
Titel	Translanguaging in Preschools: Evidence from Polish-English Bilingual Children
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.620-635 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pawliszko, Judyta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2100400
Schlagwörter	Preschool Children; Bilingualism; Speech Communication; Code Switching (Language); Native Language; Second Language Learning; Second Language Instruction; Case Studies; Language Usage; Language Processing; Audio Equipment; Polish; English (Second Language); Learning Activities; Foreign Countries; Private Schools; Language Dominance; Bilingual Schools; Linguistic Borrowing; Classroom Communication; Poland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Sprachgebrauch; Sprachverarbeitung; Audio-CD; Polnisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Ausland; Private school; Privatschule; Sprachliche Dominanz; Bilingual scholl; Bilinguale Schule; Lehnwort; Klassengespräch; Polen
Abstract	The present study draws on the theoretical framework of translanguaging and seeks to shed light on the patterns of translanguaging and how translanguaging affects meaning-making processes among bilingual children in preschool. This case study focuses on 8 months of observation and recordings of pupils ranging in age from 3 to 6 years. The gathered speech samples of 200 hours of verbal recording provide information on bilingual children's linguistic repertoire, their reasons for translanguaging, and the way pupils achieve comprehension through strategic usage of the two languages. The data highlights translanguaging as a practice that maximizes meaning-making ability among young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01