Translanguaging Tareas: Emergent Bilingual Youth as Language Brokers for Homework in Immigrant Families
Translanguaging Tareas: Emergent Bilingual Youth as Language Brokers for Homework in Immigrant Families
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跨语言塔雷亚斯：新兴双语青年作为移民家庭家庭作业的语言经纪人
DOI：
10.58680/la201425001
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Steven Alvarez
中科院分区：
文献类型：
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作者：
Steven Alvarez
本文报告了五年来对语言经纪人在纽约市一个课外项目的双语小学生、他们的母亲和家庭作业导师之间的辅导会议期间进行的语言和识字的定性研究。阿尔瓦雷斯的研究探索了参与的青少年语言经纪人的跨语言实践(García，2009；2012)，他们与成年人同时翻译和口译家庭作业。他研究了家庭作业辅导中的跨语言活动，记录了语言中介等做法是如何为年轻人在母亲、导师和同龄人之间交流语言艺术任务开发战术剧目的。在课后项目中，新兴的双语青年和他们的家庭作业导师让西班牙语占主导地位的母亲参与英语活动，允许母亲在孩子的家庭作业中加强合作。家庭和导师共同努力，将他们的双语资源汇集在一起，以多语言和有意义的参与方式完成单一语言作业。
This article reports from five years of qualitative research into the languages and literacies of language brokers during tutoring sessions between emergent bilingual elementary school students, their mothers, and homework mentors at an after-school program in New York City. Alvarez’s research explores the translanguaging practices (García, 2009; 2012) of participant youth language brokers who simultaneously translated and interpreted homework with adults. He examines translanguaging events during homework tutoring, documenting how practices such as language brokering develop tactical repertoires for youths communicating language arts assignments between their mothers, mentors, and peers. Emergent bilingual youth and their homework mentors at the after-school program involved Spanish-dominant mothers in English language activities, permitting mothers’ increased collaboration in their children’s homework assignments. Together, families and mentors worked to pool their bilingual resources in the practices of doing monolingualized homework multilingually and with meaningful involvement.