Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning

Autor/inn/en	Garrity, Sarah; Aquino-Sterling, Cristian R.; Day, Ashley
Titel	Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning
Quelle	In: International Multilingual Research Journal, 9 (2015) 3, S.177-196 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1048542
Schlagwörter	Infants; Language Acquisition; Phenomenology; Bilingual Education; Qualitative Research; Code Switching (Language); Multiple Literacies; Preschool Teachers; Measures (Individuals); Observation; Nonverbal Communication; Sign Language; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Sprachaneignung; Spracherwerb; Phenomenological psychology; Phänomenologie; Psychologie; Bilingual teaching; Bilingualer Unterricht; Qualitative Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Messdaten; Beobachtung; Non-verbal communication; Nonverbale Kommunikation; Gebärdensprache
Abstract	Numerous theories of development position infants as inherently driven to make sense of the world around them, and the acquisition of language is a fundamental developmental milestone of this period. The purpose of this study was to document the first year of implementation of a Spanish/English dual language program in an infant classroom, using a descriptive, phenomenological research design and qualitative methodology. Translanguaging emerged as a powerful construct that helped us make sense of our particular context, giving meaning to the data and providing a cogent framework to help us explicate our findings. As "social novices," the infants in our study were not bound by implicit or explicit rules about what language to use when, with whom, or in what context, and our data highlighted the reality of a "multilingual" infant classroom in which both children and teachers used language fluidly as they went about their daily lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01