Translanguaging Flows in Chinese Word Instruction: Potential Critical Sociolinguistic Engagement with Children's Artistic Representations of Chinese Characters

Autor/inn/en	Tian, Zhongfeng; Lau, Sunny Man Chu
Titel	Translanguaging Flows in Chinese Word Instruction: Potential Critical Sociolinguistic Engagement with Children's Artistic Representations of Chinese Characters
Quelle	In: Pedagogies: An International Journal, 17 (2022) 4, S.282-302 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tian, Zhongfeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2022.2139261
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; Native Language; Language Usage; Multilingualism; Art; Design; Semiotics; Teaching Methods; Vocabulary Development; Bilingual Education Programs; Public Schools; Etymology; Imagination; Orthographic Symbols; Semantics; Multimedia Materials; Multisensory Learning; Cultural Awareness; Correlation; Cultural Background; Mandarin Chinese; Morphemes; English; Language Processing; Elementary School Students; Animation; Metalinguistics; Freehand Drawing; Video Technology + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Arts; Kunst; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Public school; Öffentliche Schule; Etymologie; Semantik; Sensorische Stimulation; Cultural identity; Kulturelle Identität; Korrelation; Morphem; English language; Englisch; Sprachverarbeitung; Metalanguage; Metasprache; Drawing; Zeichnen
Abstract	Translanguaging (TL) theory underscores individuals' agentive deployment of all semiotic resources to construct meaning, highlighting language as part of an integrated repertoire for communication. To explore the potential of pedagogical TL in Chinese vocabulary instruction, this paper focused on one Chinese Language Arts lesson from a larger study on TL pedagogies in a multiethnic Grade 3 Mandarin-English dual language bilingual education classroom in a U.S. public school. The teacher in this lesson provided an explicit instruction on word origins and knowledge and then students were encouraged to use their imagination to create visual narratives of different Chinese characters based on their orthography and semantics. We performed a fine-grained analysis of the teacher's instructional practice and a multimodal analysis of children's Chinese character art as a visual narrative. We found that the teacher engaged in TL practices, mobilizing a range of multimodal, multilingual and multisensory resources to facilitate the co-construction of meaning with students. We also saw that the students' word art design -- the crossing between linguistic and visual signs -- index their funds of knowledge and sociocultural values, which could potentially open up spaces for more critical discussions on the complex intersections of language, culture and beliefs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01