Sustainable Translanguaging Pedagogy in Support of the Vulnerable Language: Honoring Children's Ways of 'Showing' and 'Telling' in an Early Childhood Dual Language Bilingual Education Program

Autor/inn/en	Sembiante, Sabrina F.; Restrepo-Widney, Catherine; Bengochea, Alain; Gort, Mileidis
Titel	Sustainable Translanguaging Pedagogy in Support of the Vulnerable Language: Honoring Children's Ways of 'Showing' and 'Telling' in an Early Childhood Dual Language Bilingual Education Program
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 8, S.928-942 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sembiante, Sabrina F.) ORCID (Restrepo-Widney, Catherine) ORCID (Bengochea, Alain) ORCID (Gort, Mileidis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2161814
Schlagwörter	Translation; Early Childhood Education; Bilingual Education; Preschool Education; Preschool Children; Story Telling; English; Spanish; Language Usage; Language Minorities + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; English language; Englisch; Spanisch; Sprachgebrauch; Sprachminderheit
Abstract	Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers' pedagogical choices in Show-and-Tell in support of children's Show-and-Tell purposes and practices. Video data were analyzed for discourse- and content-related codes to examine teachers' discursive and translanguaging choices and presenters' languaging practices during Show-and-Tell. Qualitative analyses revealed that teachers' translanguaging choices vary in response to the language context (i.e. teacher's designated language of instruction and the target language of the Show-and-Tell) and to children's languaging practices (i.e. choice of language, amount of unprompted talk, purpose of presentation, degree of peer involvement). Given the vulnerable status of Spanish as the minoritized language in an English-majority culture, teachers sustained the use and modeling of Spanish in Spanish Show-and-Tell while integrating Spanish as a supportive resource in English Show-and-Tell. Findings suggest implications for how teachers can protect minoritized languages within DLBE preschool programs while valuing children's authentic translanguaging practices and building on children's understanding language functions and forms in each language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01