Translanguaging and the Writing of Bilingual Learners
Translanguaging and the Writing of Bilingual Learners
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跨语言与双语学习者的写作
DOI：
10.1080/15235882.2014.893270
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Ofelia García
中科院分区：
文献类型：
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作者：
Patricia Velasco;Ofelia García
这篇文章提出了在双语学术写作中使用跨语言的案例。它回顾了新兴的文学学习和教学理论的跨语言，并提出了理论理解的双语能力的发展，特别是对写作教学的双语学习者。本文分析了五个年轻双语作家的书面语篇，其中跨语言被用于写作的计划，起草和生产阶段。它分析了如何和为什么使用translanguaging，以及它在写作和语音发展的影响。本文提出的写作中的跨语言教学更多的是作为一种双语学生可以参与的自我调节机制，而不是一种用于写作教学本身的教学法。也就是说，这种写作的目的不是翻译语言本身，而是用一种或另一种构建的学术语言写作，这是学校学习的目标。然而，这篇文章清楚地表明，即使是为了培养学校甚至双语学校所期望的单语写作能力，跨语言教学法也是最有潜力的。
This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes five written texts produced by young bilingual writers in which translanguaging is used in the planning, drafting, and production stages of writing. It analyzes how and why translanguaging is used, as well as the effect it has in the development of writing and of voice. Translanguaging in writing is here proposed more as a self-regulating mechanism in which bilingual students can engage, rather than a pedagogy to be used in the teaching of writing itself. That is, the objective of this writing is not translanguaging itself, but the writing in one or the other constructed academic language that is the object of learning in school. Yet, the article makes it clear that even to develop the monolingual voice in writing that schools—and even bilingual schools—expect, a translanguaging approach has the most potential.