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Translingual Writing in a Linguistically Diverse Primary Classroom
Journal of Literacy Research ( IF 2.551 ) Pub Date : 2019-10-03 , DOI: 10.1177/1086296x19877462
Emily Machado 1 , Paul Hartman 2
Affiliation  

Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.

中文翻译:

语言多样化的小学课堂中的跨语言写作

越来越多的作文研究学者支持在他们的中学后写作课堂中进行跨语言定向。然而,跨语言方向很少扩展到小学作家,他们经常被要求只用主要的美式英语写作。借鉴跨语言和新兴双语能力的理论,我们使用案例研究方法来检查儿童在语言高度多样化的二年级课堂中的跨语言写作。我们特别关注那些没有接受过正式的口头教学的学生,记录他们写作的创造性和战略性方式。在其他策略中,学生在发展性拼写中重新利用英语声音-符号对应关系,组成非罗马符号字符串,并重新混合多语言环境印刷。他们还出于一系列目的从事跨语言写作,例如表达自豪感、与观众建立联系和索引身份。我们的研究结果表明,将跨语言视角从高等教育背景转移到小学课堂具有潜力。
更新日期:2019-10-03
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