Translanguaging space in a bilingual program in New York City Chinatown middle school
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Xiaodi Zhou
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Danling Fu
Abstract
This study explores how translanguaging pedagogy was practiced in a New York City Chinatown middle school to engage emergent bilingual students (EBs) with diverse language literacy backgrounds in their study of the grade level social studies curriculum. The data were collected over the past two decades while we worked with classroom teachers in search of effective ways to improve EBs’ school performance. We revisited this data utilizing a translanguaging lens to reconceptualize this past work and reframe our analysis to deepen understanding of translanguaging teaching praxis. Therefore, this research not only seeks possible ways to meet challenges in the education of EBs in U.S. schools but also to add to a research method that looks back at past data as an approach to looking ahead in scholarship.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Special issue: translanguaging practice in diverse contexts
- Research Articles
- Translanguaging design in a third grade Chinese Language Arts class
- Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program
- Translanguaging space in a bilingual program in New York City Chinatown middle school
- Chinese graduate students’ translanguaging practice in the context of academic writing in English
- Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace
- Translanguaging practice: creative mind of a bilingual scholar
- Translanguaging in writing: a bilingual PhD student’s reflection
- Commentary
- “Not a bad thing”: a commentary on translanguaging among Chinese bilinguals
Artikel in diesem Heft
- Frontmatter
- Editorial
- Special issue: translanguaging practice in diverse contexts
- Research Articles
- Translanguaging design in a third grade Chinese Language Arts class
- Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program
- Translanguaging space in a bilingual program in New York City Chinatown middle school
- Chinese graduate students’ translanguaging practice in the context of academic writing in English
- Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace
- Translanguaging practice: creative mind of a bilingual scholar
- Translanguaging in writing: a bilingual PhD student’s reflection
- Commentary
- “Not a bad thing”: a commentary on translanguaging among Chinese bilinguals
