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The Mediation of Translation for K-12 Biliteracy Acquisition in Bilingual and Heritage Language Learning Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Mediation of Translation for K-12 Biliteracy Acquisition in Bilingual and Heritage Language Learning Environments./
作者:	Albrecht, Sarah.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29324890click for full text (PQDT)
ISBN:	9798351426143

The Mediation of Translation for K-12 Biliteracy Acquisition in Bilingual and Heritage Language Learning Environments.
Albrecht, Sarah.

The Mediation of Translation for K-12 Biliteracy Acquisition in Bilingual and Heritage Language Learning Environments. - 1 online resource (213 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2022.

Includes bibliographical references

The topic of this three-article dissertation is the mediation of pedagogical translation for the acquisition of K-12 biliteracy in bilingual or heritage language (HL) or second language (L2) learning environments. Hornberger and Silton-Sylvester (2003) define biliteracy as "any and all instances in which communication occurs in two (or more) languages in or around writing" (2003, p. xiii), while Edwards (2015) broadens the definition with "cultural knowledge to interpret texts; a sensitivity to how, when, where, why and with whom a written language should be used; and the ability to communicate across a range of contexts, both socially and academically, in two or more languages" (p. 77). Translation is not a one-to-one search for equivalence, but instead "a cross-linguistic mediation process of, or a product resulting from, transferring or mediating text(s)...from one human language to another" (Colina & Lafford, 2017, p. 114). Taken one step further, pedagogical translation is the use of translation for instructional purposes (Colina & Lafford, 2017). The goal of this study is to examine the effects of the cross-linguistic processes of pedagogical translation on communication centered around texts. All elements of the study are informed by Vygotsky's (1978) sociocultural theory and supported by the New London Group's (1996) multiliteracies framework and Hornberger's continua of biliteracy (Hornberger & Skilton-Sylvester, 2003). The study begins with a systematic review of the literature on translation in bilingual and second language learning environments as pedagogical translation has been studied by both fields, but they do not appear to be informing each other. Heritage learning environments will be considered a subset of bilingual learning environments, or environments in which bilingual students are present. The second manuscript (Article #2) is a mixed methods study which examines how pedagogical translation affects reading comprehension in mixed HL-L2 secondary Spanish classrooms. Benefits of pedagogical translation for heritage language learners (HLLs) include lexical acquisition and metalinguistic awareness (Mellinger & Gasca-Jimenez, 2019). These benefits contribute to reading comprehension among English language learners, L2 learners and heritage language learners (HLLs) (Jimenez et al., 2015; Laufer & Girsai, 2008; Velazquez, 2016). However, research gaps remain, including the influence of pedagogical translation on reading comprehension in mixed HL-L2 secondary classrooms, which this study addresses. The final manuscript (Article #3) extends research on authenticity and availability of bilingual and dual edition texts to those that might be used for pedagogical translation in language learning environments, then applies critical content analysis (Short, 2016) for selected texts. The goal of this research is to provide concrete resources for K-12 minoritized students which will affirm their language and identity and allow them to use their language as a resource (Ruiz, 1997). Additionally, preservice bilingual and heritage language teachers might be informed regarding the use of pedagogical translation, translanguaging, and culturally and linguistically authentic texts before entering the classroom. Similarly, this research might also benefit those who prepare preservice teachers, including but not limited to bilingual cohorts and teachers of HLLs, so that preservice teachers may be informed. It would be hoped that the results from this study be put into dialogue with other research, both in- and outside of the US, thereby again ultimately benefitting minoritized students with a larger body of literature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351426143Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Bilingual children's literatureIndex Terms--Genre/Form:

542853
Electronic books.

The Mediation of Translation for K-12 Biliteracy Acquisition in Bilingual and Heritage Language Learning Environments.
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