Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context during the COVID-19 Pandemic

Autor/inn/en	Setyaningrum, Rina Wahyu; Setiawan, Slamet; Anam, Syafi'ul
Titel	Translanguaging as a Scaffolded Practice in a Primary School Content and Language Integrated Learning Context during the COVID-19 Pandemic
Quelle	In: European Journal of Educational Research, 11 (2022) 4, S.2043-2055 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Setyaningrum, Rina Wahyu) ORCID (Setiawan, Slamet) ORCID (Anam, Syafi'ul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Translation; Language of Instruction; Grade 1; Elementary School Teachers; English (Second Language); Second Language Instruction; COVID-19; Pandemics; Distance Education; Content and Language Integrated Learning; Scaffolding (Teaching Technique); Foreign Countries; Science Instruction; Private Schools; Instructional Materials; Indonesia + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; CLIL; Lernkonzept; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Private school; Privatschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Indonesien
Abstract	Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a narrative inquiry investigating a teacher who taught first graders both content matter and English during the COVID-19 forced-remote learning. Furthermore, data were gathered using semi-structured interviews to guide the participant in narrating CLIL science teaching experiences. Virtual observations were carried out eight times to obtain evidence of translanguaging practiced. Due to forced-remote learning, the results indicated that the teacher had to find the most convenient ways to instruct the young students without adding to their burden. Furthermore, it was reported that scaffolding by translanguaging was planned systematically by valuing the students' L1 and alternating it with English as the target language. The findings also discussed the practical implications of this study to maintain young learners' (YLs) engagement through translanguaging strategies. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01