Exploring bilingual adolescents’ translanguaging strategies during online reading

Song, Kwangok; Cho, Byeong‐Young

doi:10.1080/13670050.2018.1497008

Cited by 14 publications

(7 citation statements)

References 32 publications

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“…Across the disciplines, teachers relied on similar tools to engage students in translingual disciplinary literacies. These findings align with those from research that has illustrated the benefits of reading bilingually on the internet (Song & Cho, 2018), translating text (Puzio et al, 2017), and purposefully grouping students of mixed English proficiency to translate for one another (Flint et al, 2019). The use of these tangible tools provided teachers a safe and accessible entry point to start engaging in translingual pedagogies in their disciplines.…”

Section: Nuances Of Translingual Disciplinary Literaciessupporting

confidence: 78%

Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

Stewart¹,

Hansen‐Thomas²,

Flint³

et al. 2021

Reading Research Quarterly

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Average from three academic years (2017-2020) High school 1 High school 2 Number of home languages in addition to English, as represented by EBs 24 8 EBs' percentage of the school population 10% 2.5% Total EBs in the school 215 55 Beginner EBs 9 0.6 Intermediate EBs 78 18 Advanced EBs 95 25 Advanced high EBs 33 11.6 Estimated number of heritage-language speakers in the school who are not EBs a 250 200 Languages spoken at the school Arabic,

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Section: Nuances Of Translingual Disciplinary Literaciessupporting

confidence: 78%

Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

Stewart¹,

Hansen‐Thomas²,

Flint³

et al. 2021

Reading Research Quarterly

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“…Further, studies analyzing bilingual children's reading, namely their comprehension strategies for monolingual texts (i.e., texts written in only one language), found that students used similar reading strategies in Spanish and English, such as hypothesizing/predicting and asking questions, as well as strategies specific to bilinguals, such as translating texts and looking for cognates (i.e., words in different languages with similar spellings and meanings) (García & Godina, 2017;Hardin, 2001;Jiménez et al, 1996). Similarly, Song and Cho (2021) found that Korean-English bilingual students also relied on translation to support online reading comprehension. In each aforementioned study, readers described mentally translating information to support comprehension-a strategy specific to bilinguals as it had not been reported in prior verbal protocol studies of readers' comprehension strategies (e.g., Pressley & Afflerbach, 1995).…”

Section: Research On Bilingual Readingmentioning

confidence: 99%

“…Although this study did not measure reading comprehension as an outcome, when reading, the ultimate goal is meaning-making—which translation supports. Studies of bilingual children’s reading strategies have found that they mentally translate texts to comprehend them (e.g., García & Godina, 2017; Hardin, 2001; Jiménez et al, 1996; Song & Cho, 2021). Translation has also been tied to reading comprehension in studies where bilingual children and adolescents who actively translated for their families had higher English language arts standardized test scores, including reading comprehension scores, compared with children who did not actively translate (e.g., Borrero, 2011; Dorner et al, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Children Translating When Reading Dual-Language Books

Domke

2022

Journal of Literacy Research

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This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.

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“…Despite being a mandatory component of subject English in Australian schools, writing poetry can be a marginalized activity in English classrooms due to perceived time constraints associated with high stakes testing (Dutton & Rushton, 2018a), as well as low levels of teacher confidence (Weaven & Clark, 2013). Poetry has, however, been shown to have the capacity to: give voice to students’ individual linguistic, meta-cognitive (Song & Cho, 2018) and social capacities (Li, 2014); to support unique language practice and ways of knowing (Vogel & García, 2018); and to create space to experiment with languages and symbolically articulate personal representations of identity (Dutton & Rushton, 2018a). We argue, therefore, that poetry writing offers rich possibilities as a medium in which students can employ their full linguistic repertoire and represent their identities as shaped by their family background and experiences in contemporary Australian society.…”

Section: Introductionmentioning

confidence: 99%

Using the translanguaging space to facilitate poetic representation of language and identity

Dutton

Rushton

2020

Language Teaching Research

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Australian students come from a wide range of linguistic and cultural backgrounds with each context providing unique challenges. Tensions however exist between the intentions to address diversity and the competing influence of a high-stakes context that prioritizes monolingual classroom practices and diminishes teachers’ use of engaging pedagogy. Viewed through the lens of socio-spatial theory, these tensions highlight how the ideal of education for diversity is re-shaped by the everyday practices in schools and systems. This can result in monolingual ‘firstspace’ practices that do little to develop the knowledge of language and culture that is central to students’ engagement with learning. This article reports ethnographic research in which secondary subject English teachers challenged routinized monolingual practices and re-imagined their classroom practices. The use of translanguaging and the reading and writing of poetry – translanguaging poetry pedagogy – created ‘space’ to support a dynamic process in which students could use all their linguistic resources to produce identity texts. The use of translanguaging and identity texts disrupts a transmission pedagogy that positions the student as a blank slate. Teachers reported how translanguaging poetry pedagogy moved from a ‘thirdspace’ practice to a ‘what we do’ or ‘firstspace’ practice as they came to see that using students’ full language repertoire is a way to return the power of language to their students. The resultant translanguaging space and the symbolic propensity of poetry helped students to develop powerful personal representations and reinforces the need for pedagogies that acknowledge students’ diverse backgrounds, and honor the languages and identity of all students.

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Exploring bilingual adolescents’ translanguaging strategies during online reading

Cited by 14 publications

References 32 publications

Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement

Children Translating When Reading Dual-Language Books

Using the translanguaging space to facilitate poetic representation of language and identity

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