東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Translanguaging Design in a Mandarin...

Tian, Zhongfeng.

Linked to FindBook

Google Book

Amazon

博客來

Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration./
Author:	Tian, Zhongfeng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	258 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28025574
ISBN:	9798662444607

Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration.
Tian, Zhongfeng.

Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 258 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Boston College, 2020.

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

Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (Garcia & Lin, 2017). To leverage bilingual learners' full linguistic repertoires as resources, this study explored how Sanchez, Garcia, and Solorza's (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers.Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas-Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students' artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis.Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students' use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements.

ISBN: 9798662444607Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual students

Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration.
LDR:03711nmm a2200361 4500 001 2283229
005 20211029084525.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662444607
035 $a (MiAaPQ)AAI28025574
035 $a AAI28025574
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tian, Zhongfeng. $3 3504025
245 1 0 $a Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 258 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Proctor, C. Patrick.
502 $a Thesis (Ph.D.)--Boston College, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (Garcia & Lin, 2017). To leverage bilingual learners' full linguistic repertoires as resources, this study explored how Sanchez, Garcia, and Solorza's (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers.Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas-Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students' artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis.Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students' use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements.
590 $a School code: 0016.
650 4 $a Bilingual education. $3 2122778
653 $a Bilingual students
653 $a Dual language bilingual education
653 $a Language allocation policy
653 $a Mandarin/English bilingual education
653 $a Researcher-teacher collaboration
653 $a Translanguaging
690 $a 0282
710 2 $a Boston College. $b LSOE - Teacher Education, Special Education, Curriculum and Instruction. $3 2098859
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0016
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28025574