東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Classroom Translanguaging Practices ...

Choi, Woongsik.

FindBook

Google Book

Amazon

博客來

Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana./
作者:	Choi, Woongsik.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	154 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30685498
ISBN:	9798380725552

Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana.
Choi, Woongsik.

Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 154 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--Purdue University, 2023.

This item must not be sold to any third party vendors.

Many multilingual learners who use a language other than English at home face academic challenges from English monolingualism prevalent in the U.S. school system. English as a New Language (ENL) programs teach English to these learners while playing a role in reinforcing English monolingualism. For educational inclusivity and equity for multilingual learners, it is imperative to center their holistic language repertoires in ENL classrooms; however, this can be challenging due to individual and contextual factors. Using translanguaging as a conceptual framework, this qualitative case study explores how high school multilingual learners' languages are flexibly used in ENL classes and how the students think about such classroom translanguaging practices. I used ethnographic methods to observe ENL classroom activities and instructional practices, interview the participants, and collect photos and documents in a high school in Indiana for a semester. The participants were an English-Spanish proficient ENL teacher and four students from Puerto Rico, Mexico, Honduras, and the Democratic Republic of the Congo, whose language repertoires included Spanish, Lingala, French, Arabic, and English. The findings describe the difficulties and possibilities of incorporating all students' multilingual-multisemiotic repertoires in ENL classes. The classroom language practices primarily constituted of Spanish and drawing; some instructional activities and practices, such as the multigenre identity project and the teacher's use of Google Translate, well integrated the students' multilingual-multisemiotic repertoires. When the students engaged in English writing, they frequently used machine translation, such as Google Translate, through dynamic processes involving evaluation. While the students perceived such classroom translanguaging practices generally positively, they considered using machine translation as a problem, a resource, or an opportunity. With these findings, I argue that multilingual learners' competence to use their own languages and machine translation technology freely and flexibly is a valuable resource for learning and should be encouraged and developed in ENL classrooms. To do so, ENL teachers should use instructional activities and practices considering students' dynamic multilingualism. TESOL teacher education should develop such competence in teachers, and more multilingual resources should be provided to teachers. In the case of a multilingual classroom with singleton students, building mutual understanding, empathy, and equity-mindedness among class members should be prioritized. Finally, I recommend that the evolving multilingual technologies, such as machine translation, be actively used as teaching and learning resources for multilingual learners.

ISBN: 9798380725552Subjects--Topical Terms:

2122778
Bilingual education.

Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana.
LDR:03943nmm a2200373 4500 001 2398095
005 20240711092105.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380725552
035 $a (MiAaPQ)AAI30685498
035 $a (MiAaPQ)Purdue23717838
035 $a AAI30685498
040 $a MiAaPQ $c MiAaPQ
100 1 $a Choi, Woongsik. $3 3768003
245 1 0 $a Classroom Translanguaging Practices and Secondary Multilingual Learners in Indiana.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Wright, Wayne E.
502 $a Thesis (Ph.D.)--Purdue University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Many multilingual learners who use a language other than English at home face academic challenges from English monolingualism prevalent in the U.S. school system. English as a New Language (ENL) programs teach English to these learners while playing a role in reinforcing English monolingualism. For educational inclusivity and equity for multilingual learners, it is imperative to center their holistic language repertoires in ENL classrooms; however, this can be challenging due to individual and contextual factors. Using translanguaging as a conceptual framework, this qualitative case study explores how high school multilingual learners' languages are flexibly used in ENL classes and how the students think about such classroom translanguaging practices. I used ethnographic methods to observe ENL classroom activities and instructional practices, interview the participants, and collect photos and documents in a high school in Indiana for a semester. The participants were an English-Spanish proficient ENL teacher and four students from Puerto Rico, Mexico, Honduras, and the Democratic Republic of the Congo, whose language repertoires included Spanish, Lingala, French, Arabic, and English. The findings describe the difficulties and possibilities of incorporating all students' multilingual-multisemiotic repertoires in ENL classes. The classroom language practices primarily constituted of Spanish and drawing; some instructional activities and practices, such as the multigenre identity project and the teacher's use of Google Translate, well integrated the students' multilingual-multisemiotic repertoires. When the students engaged in English writing, they frequently used machine translation, such as Google Translate, through dynamic processes involving evaluation. While the students perceived such classroom translanguaging practices generally positively, they considered using machine translation as a problem, a resource, or an opportunity. With these findings, I argue that multilingual learners' competence to use their own languages and machine translation technology freely and flexibly is a valuable resource for learning and should be encouraged and developed in ENL classrooms. To do so, ENL teachers should use instructional activities and practices considering students' dynamic multilingualism. TESOL teacher education should develop such competence in teachers, and more multilingual resources should be provided to teachers. In the case of a multilingual classroom with singleton students, building mutual understanding, empathy, and equity-mindedness among class members should be prioritized. Finally, I recommend that the evolving multilingual technologies, such as machine translation, be actively used as teaching and learning resources for multilingual learners.
590 $a School code: 0183.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Language acquisition. $3 528343
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Teachers. $3 529573
650 4 $a Education. $3 516579
650 4 $a Language. $3 643551
650 4 $a Secondary education. $3 2122779
690 $a 0282
690 $a 0441
690 $a 0515
690 $a 0679
690 $a 0533
710 2 $a Purdue University. $3 1017663
773 0 $t Dissertations Abstracts International $g 85-05A.
790 $a 0183
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30685498