Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
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DOI：
10.1111/j.1540-4781.2009.00986.x
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发表时间：
2010-03-01
影响因子：
4.9
通讯作者：
Blackledge, Adrian
中科院分区：
文献类型：
--
作者：
Creese, Angela;Blackledge, Adrian
这篇文章报道了对基于Cummins(2005,2008)所说的“两个孤独”假设(2008，p.65)的双语教学的常识性理解提出质疑的研究。它旨在描述一种灵活的双语教学方法，在英国的中文和古吉拉特语社区语言学校进行语言教学。我们主张从单语教学中解脱出来，主张通过双语教学策略来教授双语儿童，在双语教学策略中，两种或两种以上语言同时使用。在阐述这一论点时，本文从语言生态学的角度，试图描述跨语言的技能和知识之间的相互依存关系。
This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the "two solitudes" assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.