"I Don't Let What I Don't Know Stop What I Can Do": How Monolingual English Teachers Constructed a Translanguaging Pre-K Classroom in China

Autor/inn/en	Shi, Lijuan; Rolstad, Kellie
Titel	"I Don't Let What I Don't Know Stop What I Can Do": How Monolingual English Teachers Constructed a Translanguaging Pre-K Classroom in China
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1490-1517 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3204
Schlagwörter	Language Teachers; Monolingualism; Teacher Characteristics; Code Switching (Language); Second Language Learning; Second Language Instruction; Teaching Methods; Preschool Education; Chinese; English (Second Language); Native Language; Language Usage; Cultural Background; Learning Strategies; Foreign Countries; China + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland
Abstract	Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted translanguaging in multiple ways creating three translanguaging components: translanguaging assistance, translanguaging assessment, and translanguaging showcases. Translanguaging assistance enables children to learn English with the assistance of their first language; translanguaging assessment evaluates children's English language skills within a spectrum of multilingual funds of knowledge, and translanguaging showcases define strategic activities to unlock children's full linguistic repertoires, activate their creative voices, and let their bilingualism shine. This study provides pedagogical guidelines that balance the goal of learning a language and developing children's bilingualism through an iterative enactment of the three translanguaging components. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01