"Wait! I Don't Get It! Can We Translate?": Explicit Collaborative Translation to Support Emergent Bilinguals' Reading Comprehension in the Intermediate Grades

Autor/inn/en	Cano, Jessica; Ruiz, Nadeen Teresa
Titel	"Wait! I Don't Get It! Can We Translate?": Explicit Collaborative Translation to Support Emergent Bilinguals' Reading Comprehension in the Intermediate Grades
Quelle	In: Bilingual Research Journal, 43 (2020) 2, S.157-177 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1738286
Schlagwörter	Translation; Bilingual Education; Code Switching (Language); Small Group Instruction; Reading Instruction; Grade 4; Bilingualism; English (Second Language); Second Language Learning; Literacy; Self Concept; Reading Comprehension; Inquiry; Spanish; Bilingual Teachers; Literature; Middle School Students; Bilingual Instructional Materials; Intervention; Reading Tests; Second Language Instruction; California + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Leseunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Leseverstehen; Spanisch; Literatur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; Fremdsprachenunterricht; Kalifornien
Abstract	Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the usefulness of their translation skills in constructing meaning with text, they also demonstrated increased initiative to engage in reading across classroom literacy events. Findings from this exploratory inquiry, including initial evidence of students' developing bilingual identities of competence, suggest further research is warranted on explicit collaborative translation as part of a growing corpus of evidence-based translingual practices in bilingual classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01