“Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes
“Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes
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“好吧，我先用韩语说，然后用美语说”：双语家庭中的跨语言实践
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发表时间：
2016
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影响因子：
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通讯作者：
Kwangok Song
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作者：
Kwangok Song
本定性研究以课堂上的跨语言实践研究（如García, 2009; Sayer, 2011）和移民家庭的识字实践研究（如Gregory et al., 2004; Li, 2006）为基础，探讨了四名韩国双语儿童及其家庭在家庭识字活动中的跨语言实践的本质。通过录像和现场记录的参与者观察来收集数据，数据分析侧重于Heath（1982）定义的识字事件和语言使用类型。研究结果表明，双语儿童及其家庭成员灵活、有策略地使用两种语言来创造和协商意义。使用这两种语言有助于澄清交流中的意义，并扩大儿童在其传统语言和英语中的语言储备。本研究通过关注家庭在读写活动中使用两种语言来支持孩子的传统语言发展的方式，特别关注了双语儿童在校外环境中的语言体验。
Building on the research on translanguaging practices in classrooms (e.g. García, 2009; Sayer, 2011) and immigrant families’ literacy practices (e.g. Gregory et al., 2004; Li, 2006), this qualitative study explores the nature of translanguaging practices of four Korean bilingual children and their families in home literacy events. Participant observation with video recordings and field notes was used to gather data, and the data analysis focused on the literacy events defined by Heath (1982) and types of language use. The findings demonstrated that bilingual children and their family members used their two languages flexibly and strategically to create and negotiate meaning. Using both languages contributed to clarifying meaning in communication and expanding children’s linguistic repertoires in their heritage language as well as in English. This study takes a particularized look at bilingual children’s language experience in out-of-school contexts by focusing on families’ ways of using their two languages to support their children’s heritage language development in literacy events.