Exploring Bilingual Adolescents' Translanguaging Strategies during Online Reading

Autor/inn/en	Song, Kwangok; Cho, Byeong-Young
Titel	Exploring Bilingual Adolescents' Translanguaging Strategies during Online Reading
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 4, S.577-594 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Kwangok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1497008
Schlagwörter	Bilingual Students; Middle School Students; Early Adolescents; Immigrants; Korean; English (Second Language); Code Switching (Language); Electronic Learning; Internet; Reading Strategies; Online Searching; Information Sources; Reading Comprehension; Multilingual Materials; Protocol Analysis; Metacognition + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Koreanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Reading strategy; Leselernstufe; Lesetechnik; Online-Recherche; Information source; Informationsquelle; Leseverstehen; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers' use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual middle school students accessed their two languages during online reading. The findings demonstrated that these adolescents strategically used their two languages to facilitate their actions for information searching and learning from online resources. Notably, their translanguaging strategies operated at a metacognitive level as a function of self-monitoring of their comprehension and language choice. Participants' use of translanguaging appeared to depend on individuals' decision-making and preference as each participant used translanguaging in different frequencies and patterns regardless of their reading proficiency in either language. Finally, this study provides pedagogical implications that developing bilingual learners' access to their two languages during online reading can enhance their learning from multilingual texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01