Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings
Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings
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作为分布式认知的协调跨语言教学法：两位双语双语教育幼儿教师在共享书籍阅读期间的语言实践的案例研究
DOI：
10.1080/19313152.2016.1150732
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发表时间：
2016
影响因子：
2.1
通讯作者：
Mileidis Gort
中科院分区：
文献类型：
--
作者：
R. Pontier;Mileidis Gort
摘要本研究探讨了一对西班牙语/英语双语双语教育（DLBE）幼儿教师如何制定他们的双语，而工作的凝聚力和同时朝着共同的教学目标。我们利用课堂视频数据，现场笔记和其他相关的工件收集每周在英语和西班牙语故事书的共享阅读在一个学年的过程中，记录共同教师的基于书籍的相互作用和他们的学生。以语言为导向（O。García，2009 a，2009 b; O. García & Wei，2014）和分布认知（Brown & Campione，1996; Hutchins，1995）框架，研究结果阐明了教师如何通过单语和双语表演利用自己和彼此的动态双语能力，支持教学目标的协调（例如，词汇、叙事体裁）和教学实践（例如，翻译，解释）。研究结果对DLBE计划的语言政策和实践产生了影响，因为它们突出了双语教学法的实用性。
ABSTRACT This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and Spanish-language storybooks over the course of one academic year to document coteachers’ book-based interactions with each other and their students. Guided by translanguaging (O. García, 2009a, 2009b; O. García & Wei, 2014) and distributive cognition (Brown & Campione, 1996; Hutchins, 1995) frameworks, findings elucidate how teachers drew on their own and each other’s dynamic bilingualism through both monolingual and bilingual performances, supporting the coordination of instructional targets (e.g., vocabulary, narrative genre) and instructional practices (e.g., translation, explanation). Findings have implications for DLBE program language policy and practice as they highlight the utility of a bilingual pedagogy.