The translanguaging transition of EAL children : home to nursery

本研究的目的是分析英语作为第二语言（EAL）的儿童如何参与他们的家庭环境和语言，以支持他们过渡到幼儿园。本研究将探讨EAL儿童的translanduaging（加西亚和李伟，2014）的空间和它是如何生活的，通过招募父母作为共同研究者，记录家庭语言实践和儿童的个人语言剧目，在日常接触。此外，定性民族志实地考察将在幼儿园教室进行，以检查EAL儿童的变革能力，在后人类空间（马丁-比伦德，2018）时，利用现有资源来构建意义。本研究的预期持续时间为3年。我预计第一年将集中在孩子们的家庭空间，在他们开始托儿所。本研究开始以家长为合作研究者，记录家庭语言实践和儿童的语言剧目。通过收集音频和电影数据。在第二年，在托儿所时将采用参与式方法。它将检查孩子的创造性地利用多种语言和多模态资源，以推动沟通时的边界。头两年将继续进行人种学分析和写作。该项目将在第三年完成，目的是阐明EAL儿童/学习者作为一个创造性/关键能力的个人，并建立在现有的和不断增长的文献上的跨语言和EAL儿童。

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.