ABSTRACT This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) classroom. The research method was discourse analysis. The students attended all-English American schools during the school week and a Korean HL school on Saturdays. All four students drew from their integrated linguistic resources to translanguage for sociolinguistic, metalinguistic, metacognitive, and sociocultural purposes. The three students who preferred English and who had older siblings translanguaged more and for a wider range of translanguaging practices than the student who preferred Korean and who had a younger sibling.

中文翻译：

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解读韩裔美国一年级学生的口语翻译实践

摘要 这项定性研究利用社会文化和异语视角来检查四名韩裔美国一年级学生在韩国传统语言 (HL) 课堂中的口语跨语言实践。研究方法是话语分析。学生们在学周期间就读于全英美学校，并在周六就读韩国 HL 学校。所有四名学生都从他们的综合语言资源中提取了跨语言，用于社会语言学、元语言学、元认知和社会文化目的。与喜欢韩语和有弟弟妹妹的学生相比，喜欢英语并有哥哥姐姐的三名学生进行了更多的跨语言转换，并进行了更广泛的跨语言练习。