The translanguaging transition of EAL children : home to nursery

这项研究的目的是分析英语作为一门额外语言(EAL)的儿童如何融入他们的家庭环境和语言，以支持他们过渡到托儿所。本研究将通过招募家长作为合作研究员，记录日常接触中的家庭语言实践和儿童的个人语言能力，来探索EAL儿童的翻译空间(Garcia&李炜，2014年)及其生活方式。此外，将在幼儿园课堂上进行定性的人种学田野调查，以考察EAL儿童在使用现有资源构建意义时在后人类空间中的变革能力(Martin-Bylund，2018)。这项研究的预期期限为三年。我预计第一年将专注于孩子们的家庭空间，在他们开始托儿所之前。在家长的参与下，本研究将开始记录家庭语言练习和孩子的语言习得。通过收集音频和电影数据。在第二年，将在托儿所使用参与式方法。它将考察儿童在交流时创造性地利用多种语言和多种模式的资源来突破界限。将在头两年继续进行人种学分析和写作。该项目将在第三年完成，目的是使EAL儿童/学习者成为具有创造性/批判性的有能力的个人，并以现有的和不断增长的关于跨语言和EAL儿童的文献为基础。

The aim of this study is to analysis how an English as an Additional Language (EAL) children engage with their home environment and language, to supports their transition into nursery. This study will explore EAL children's translanduaging (Garcia & Li Wei, 2014) space and how it is lived, by recruiting the parent as co-researcher, to document the home language practice and the child's individual language repertoires, in daily contact. Furthermore, qualitative ethnographic fieldwork will be conducted in the nursery classroom, to examine EAL children's transformative capacity, in a post-human space (Martin-Bylund, 2018) when using available resources to construct meaning. The intended duration of this study is three years. I anticipate the first year will be focused on the children's home space, before they start nursery. With the parent as co-researcher, this study will begin to document the home language practice and the children's language repertoires. By collecting audio and film data. In the second year, a participatory approach will be utilised when in the nursery. It will examine the child's creative utilisation of multi-lingual and multi-modal resources to push boundaries when communicating. Continues ethnographic analysis and writing will be conducted during the first two years. The project will be completed in the third year, with the intention to articulating the EAL child/learner as a creative/critical competent individual and build on existing and growing literature on translanguaging and the EAL child.