Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family

Yang, Shuling; Kiramba, Lydiah Kananu; Wessels, Stephanie

doi:10.1080/15235882.2021.1907486

Cited by 8 publications

(9 citation statements)

References 62 publications

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“…Similarly, Chinese immigrant families with young children also used translanguaging in family literacy practices. As Yang et al (2021) argued, a mother and two young children utilized translanguaging during shared book reading with specific goals, such as providing a bridge to comprehension, or a window to imagination. In addition, a case study on a Chinese-Portuguese family in London gave insights into young children's emergent translanguaging practices via the online WeChat platform, where young boys used transmodal (image-based semiotic resources) and translinguistic repertoire to negotiate complex interactions (Zhao and Flewitt 2020).…”

Section: Literature Review With Theoretical Frameworkmentioning

confidence: 99%

Translanguaging in Family Communication

Szilágyi,

Szécsi

2023

ahea

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This paper reports on a phenomenological study that examined Hungarian American parents’ perceptions and practices related to translanguaging—a systematic scaffolding strategy that utilizes multiple linguistic repertoires to facilitate competence and performance in two or more language—in family communication. We used semistructured interviews with questions related to language use, parents’ reactions to translanguaging, and their perceptions of why and how translanguaging occurs in oral and written family communications. The participants included twelve Hungarian American families with adolescent children who used the Hungarian language in family communication. The findings indicated that most families found translanguaging natural and positive, and these families used supportive and constructive behaviors when translanguaging happened. A few parents rejected the practice of translanguaging when the communication took place in Hungarian, which indicated monoglossic language ideologies. These divergent views of family language policy were often explained by the familial, social, and cultural contexts of the families. Because parents are the main stakeholders in language maintenance, their perspectives and practices are essential. This paper contributes to our understanding of family language policies regarding translanguaging and offer recommendations for a minority language community, the Hungarian American immigrant community, for which translanguaging is not well researched. jszilagy@brockport.edu

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Section: Literature Review With Theoretical Frameworkmentioning

confidence: 99%

Translanguaging in Family Communication

Szilágyi,

Szécsi

2023

ahea

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“…Little is known about parents' language choices while reading in these different book formats. In one case study of a bilingual English-Mandarin family in the United States, the mother read the book text in English, the family's non-dominant language, but switched to Mandarin to discuss the book with her children to facilitate their understanding (Yang et al, 2021). This is in line with the finding that parents report switching to the other language more often when reading books in their nondominant language than in their dominant language (Gonzalez-Barrero et al, 2021), and predicts that parents will mix their languages more frequently in the non-dominant than dominant book format.…”

Section: Bilingual Booksmentioning

confidence: 99%

Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

Quirk¹,

Brouillard²,

Byers‐Heinlein³

2022

Preprint

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This pre-print presents a study of 24 French-English bilingual parents reading books of different formats (single-language in the parent's dominant language, single-language in the parent's non-dominant language or bilingual) to their pre-school-aged children. We analyzed parents' reading interactions in terms of quantity (number of words) and quality (production of dialogic and bilingual reading strategies), considering both languages separately and together. We present the results of these analyses and discuss potential implications for bilingual families' efforts to support their children's language and literacy development in two languages.

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“…The term "translanguaging" was originally coined by Cen Williams in 1994 from the Welsh term, "trawsieithu" to refer to the alternating use of Welsh and English in the monoglossic language classroom (Yang et al, 2021). In the past, bilingualism was originally situated within the monoglossic ideological framework.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Furthermore, TL has numerous benefits for bilingual and multilingual children such as the development of greater metacognitive awareness compared to monolingual children (Lee & Garcí a, 2020), negotiation strategies, metalinguistic knowledge, metacognitive ability, and higher-order-thinking skills (Kwon, 2022). TL also plays an important role in biliteracy development in bilinguals (Yang et al, 2021). In addition, biliteracy development is a strong contributor to their health due to the formation of a positive self-identity which are important for mental and psychological well-being (Lee et al, 2021;Park & Lee, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

Jung

2022

jltr

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With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers’ perceptions of their bilingual children’s language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children’s self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals’ self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment.

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Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family

Cited by 8 publications

References 62 publications

Translanguaging in Family Communication

Translanguaging in Family Communication

Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

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