Emergent Bilingual Students' Translation Practices during eBook Composing

Autor/in	Rowe, Lindsey W.
Titel	Emergent Bilingual Students' Translation Practices during eBook Composing
Quelle	In: Bilingual Research Journal, 42 (2019) 3, S.324-342 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Lindsey W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1632756
Schlagwörter	Translation; Bilingual Education; Multilingualism; Cultural Differences; Second Language Learning; Writing Workshops; Heritage Education; English (Second Language); Second Language Instruction; Language Usage; Grade 2; Elementary School Students; Audio Equipment; Phrase Structure; Emergent Literacy; Books; Electronic Publishing; Teaching Methods; Writing Instruction; Peer Relationship; Native Language + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Kultureller Unterschied; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachgebrauch; School year 02; 2. Schuljahr; Schuljahr 02; Audio-CD; Phrasenstruktur; Frühleseunterricht; Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Peer-Beziehungen
Abstract	As culturally and linguistically diverse classrooms become increasingly common, research looking at ways teachers can support language and literacy practices of all students in these spaces is needed. Using qualitative methods, this project examined second-grade, multilingual students' practices during a Writing Workshop activity that invited them to use both their heritage languages and English. Specifically, this study investigated the translation practices developed by students over the course of one school year as they translated for one another by adding heritage language audio recordings to eBooks. Across the year, students developed and used increasingly more sophisticated translation practices, including: (1) full text, (2) word-by-word, (3) phrase-by-phrase, and (4) stop/clarify. The study also explored how students positioned themselves and others as they engaged in these translation practices. Findings suggest that, as students requested translation and bid to act as translators, they interactionally positioned themselves and others as holding valuable linguistic resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01