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Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Ko

Preface Introduction to the chapter Overview of past research on emergent bilingual students in the U.S.Understanding the phenomenon of HL attrition in the U.S.The context and reasons of HL loss among Korean immigrants The merits of heritage language learning Immigrant parents' practices and involvement in their children's HL development Bilingual students' language and literacy development from a monoglossic perspective Moving from monoglossic to heteroglossic perspectives References The framework for the study Introduction Sociocultural perspective on literacy and learning Translanguaging paradigm from a heteroglossic perspective Translanguaging as teachers' pedagogical practices in bilingual classrooms Emergent bilingual learners' oral translanguaging practices Emergent bilingual learners' written translanguaging practices Translanguaging practices in bilingual homes, families, and communities Summary and gaps in the literature Purpose and research questions of the present study References Pathway to translanguaging research: Creating translanguaging spaces Introduction Research context Participants Students Parents Teachers Researcher's positionality Data collection sources and procedures First-grade classroom data Audio-recording of students' talk during the reading sessions Audio-recordings of student talk during the writing sessions Writing samples Student interviews Third-grade classroom data Audio-recordings of the third-grade class Writing samples Teacher interview Student interviews First- and third-graders' talk during recess Mothers' interviews Focal mothers' journals and interviews Comparison of the focal 3rd-graders' oral and written language use Data analysis References Oral and written language use and translanguaging functions of 1st-grade Korean bilingual students across school and home contexts st-graders' views of their language use, preferences, and proficiencies st-graders' oral language use in the classroom Functions of oral translanguaging among the English-proficient students English-proficient bilingual students' sociolinguistic knowledge English-proficient bilingual students' metalinguistic awareness English-proficient bilingual students' metacognitive insight English-proficient bilingual students' sociocultural understanding Functions of oral translanguaging by the Korean-proficient student Korean-proficient bilingual student's sociolinguistic knowledge Korean-proficient bilingual student's metalinguistic awareness Korean-proficient bilingual student's metacognitive insight Korean-proficient bilingual student's sociocultural understanding First-graders' language use when writing Functions of written translanguaging among the English-proficient students English-proficient bilingual writers' sociolinguistic knowledge English-proficient bilingual writers' metalinguistic awareness English-proficient bilingual writers' metacognitive insight English-proficient bilingual writers' sociocultural understanding Functions of written translanguaging by the Korean-proficient student Case studies of three 1st-grade students Joon, the second-generation, male English-proficient speaker “Both Korean and English are important. ”Different views on Joon's Korean and English proficiencies Accepting Joon's English but encouraging his use of Korean at home Parents' negative attitude toward their own use of code-mixing Positive and negative impacts of learning two languages Joon's conscious use of Korean with his parents Considering his peers' language use and proficiency The influence of context on Joon's language use Rena, the second-generation, female English dominant speaker “English is obligatory, but Korean is an extra language."Flexible use of English at home thanks to the parents' fluent English “My child’s emotions and feelings are important. ”Parents' negative attitude toward teaching two languages simultaneously Nari, the second-generation, female balanced bilingual speaker “Teaching Korean is more important than English. ”Valuing literacy development beyond communicative skills Positive perspectives toward raising a child as bilingual Nari's predominant use of Korean Independent and proficient Korean reader Self-aware of writing in Korean as much as possible Using Korean with family members but English to talk to herself Summary References Oral and written language use and translanguaging functions of 3rd-grade Korean bilingual students Third-graders' views of their language use, preferences, and proficiencies Third-graders' oral language use in the classroom Functions of oral translanguaging among the English-proficient students English-proficient students' sociolinguistic knowledge English-proficient students' metalinguistic awareness English-proficient students' metacognitive insight English-proficient students' sociocultural understanding Functions of translanguaging by the Korean-proficient student Korean-proficient bilingual student's sociolinguistic knowledge Korean-proficient bilingual student's metalinguistic awareness Korean-proficient bilingual student's sociocultural understanding Third-graders' language use when writing Functions of written translanguaging among the English-proficient students English-proficient bilingual writers' sociolinguistic knowledge English-proficient bilingual writers' metalinguistic awareness English-proficient bilingual writers' metacognitive insight English-proficient writers' sociocultural understanding Functions of written translanguaging by the Korean-proficient student Summary References A longitudinal study: Focal students' bilingual language use over time and the sociocultural influences on HL development Characteristics of the two focal students Toni, the second-generation, male 3rd-grader Julie, the second-generation, female 3rd-grader Comparison of two focal students' oral language use between 1st and 3rd grade Increased use of Korean when speaking in 3rd grade Development of vocabulary knowledge in Korean Development of Korean honorifics Comparison of focal students' writing between 1st and 3rd grade Increased use of Korean when writing in 3rd grade Comparison of different types of word-level translanguaging Translanguaging across receptive and productive skills of language Sociocultural influences on the focal students' HL development Parents' influence and home language policy Parents' instructional focus on Korean literacy learning Korean book reading time Korean dictation tests for vocabulary learning Relatives' influence Media influence Developed courtesy manners appropriate for their heritage culture Bowing when greeting Appropriate use of honorifics Summary References Overview of the study Discussion of the findings First- and 3rd-grade bilingual Korean students' oral and written language use Oral translanguaging practices by the English-proficient students Different functions of oral translanguaging between 1st- and 3rd-graders Written translanguaging practices by the English-proficient students Different functions of written translanguaging between 1st- and 3rd-graders Translanguaging practices by the Korean-proficient students Longitudinal findings related to the focal 3rd-graders' language use Focal 3rd-grade Korean bilinguals' oral language use Focal 3rd-grade Korean bilinguals' written language use Focal 3rd-grade Korean bilinguals' HL development over time Sociocultural influences on the Korean bilingual students' language use Implications of the study Implications for researchers in bilingual/biliteracy education Implications for immigrant parents of emergent bilinguals References Appendices

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Emergent bilingual learners' written translanguaging practices
Canagarajah (2011b) argues that translanguaging represents a move toward having students access their entire language repertoires not only for their oral communication but also for their written communication. Canagarajah (2011b) introduced the term code-meshing for translanguaging in texts beyond...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
Written translanguaging practices by the English-proficient students
The 1st- and 3rd-grade English-proficient students’ translanguaging from their writing samples also demonstrated their sociolingüístic knowledge, metalinguistic awareness, metacognitive insight, and sociocultural understanding. For example, the majority of their translanguaging in writing was for...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
The Affordances of Translanguaging as a Pedagogical Resource for Multilingual English Language Classrooms in Malaysia
Shakina Rajendram Issues That Motivated the Research Classrooms in Southeast Asia are becoming more linguistically and culturally diverse as a result of global migration, the internationalization of education, and increased student mobility. The rich diversity of these classrooms calls for pedagogical...
(Research on Teaching and Learning English in Under-Resourced Contexts)
Emergent bilingual learners' oral translanguaging practices
Although the term translanguaging often referred to the teacher’s pedagogical practices in bilingual classrooms to scaffold bilingual students’ language and literacy development (Canagarajah, 2011a), an increasing number of researchers have examined how bilingual learners engaged in translanguaging...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
Oral and written language use and translanguaging functions of 1st-grade Korean bilingual students across school and home contexts
st-graders' views of their language use, preferences, and proficiencies Before investigating the lst-graders’ classroom language use, their home language use, language preferences, and self-reported language proficiencies were examined from the interviews with each Ist-grader. All the students...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
Oral and written language use and translanguaging functions of 3rd-grade Korean bilingual students
Third-graders' views of their language use, preferences, and proficiencies Prior to the 3rd-graders’ classroom language use, their home language use, language preferences, and self-reported language proficiencies were examined by conducting the interviews with each 3rd-grader. All the students...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
Oral translanguaging practices by the English-proficient students
Both the 1st- and 3rd-grade bilingual students’ language use revealed that the English proficient students (Joon, Yuri, and Rena as lst-graders and Toni, Julie, and Suji as 3rd-graders) engaged in translanguaging practices when they engaged in oral communication and compositions. The following four...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)
Indirectly represented oral discourse: Communities of practice
The following example (7) also involves a discoursal frame which is playfully distorted to create cartoon humour: (7) Cartoon by Gary Larson The humorous incongruity relies on the immediate and direct recognition of the discoursal frame of the Alcoholics Anonymous (AA) as a community of practice. This...
(Cognitive Linguistics and Humor Research.)
Administration of Written and Practical Examinations
Examinations that cover theoretical knowledge areas and practical skills can be used to assess OSH competencies. Practical examinations can be administered requiring individuals to conduct such activities like walk-through surveys, accident and incident investigations, or development of OSHMS. It must...
(Safety and Health Competence:A Guide for Cultures of Prevention)
Translanguaging practices in bilingual homes, families, and communities
Garcia (2011) explained that translanguaging is a natural and inevitable practice among bilingual families and communities. Studies taking place in bilingual home and community settings have indicated that translanguaging is a necessary discursive resource for bilingual children with parents who primarily...
(Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals:Insights from Korean Heritage Language Classrooms in the US)