ABSTRACT

Translanguaging has recently been promoted as a socially just and academically beneficial way to teach English language learners, however, there is an absence of research on the compelling ways bilingual families in the United States flexibly apply their entire linguistic repertoire when reading, particularly within shared readings. The present study involves one Spanish-English bilingual parent named Blanca, who was observed during five shared reading events with her early elementary-aged children, after which her translanguaging was coded for its book talk function. Interview and survey data about Blanca’s linguistic background and ideologies were also collected and coded using the constant comparative approach. Findings showed that Blanca engaged in translanguaging during four out of five book readings for the purpose of responding to her children, asking recall and summarization questions, directing children to pictures, and pointing out new vocabulary. Interview and survey data showed that Blanca highly valued bilingualism and privileged the use of “Spanglish”, or a hybrid Spanish-English mixture. While Blanca cannot represent all bilingual parents, her translanguaging can be used by educators and researchers as an introductory guide for translanguaging within classroom read-alouds and to lessen the disconnect between bilingual families and school.

摘要

跨语言最近被推广为一种社会公正和学术上有益的方式来教授英语学习者，然而，对于美国双语家庭在阅读时，特别是在共享阅读中灵活应用其全部语言曲目的令人信服的方式，缺乏研究. 本研究涉及一位名叫布兰卡的西班牙-英语双语父母，她在与她早期小学年龄的孩子的五次共享阅读活动中被观察到，之后她的跨语言被编码为其书籍谈话功能。还收集了有关布兰卡语言背景和意识形态的采访和调查数据，并使用不断比较的方法进行编码。调查结果表明，布兰卡在五分之四的阅读过程中进行了翻译，目的是回应她的孩子，提出回忆和总结问题，引导孩子看图片，并指出新词汇。采访和调查数据显示，布兰卡高度重视双语并优先使用“西班牙语”或西班牙语-英语混合体。虽然布兰卡不能代表所有双语父母，但她的跨语言可以被教育工作者和研究人员用作课堂朗读中跨语言的介绍性指南，并减少双语家庭与学校之间的脱节。采访和调查数据显示，布兰卡高度重视双语并优先使用“西班牙语”或西班牙语-英语混合体。虽然布兰卡不能代表所有双语父母，但她的跨语言可以被教育工作者和研究人员用作课堂朗读中跨语言的介绍性指南，并减少双语家庭与学校之间的脱节。采访和调查数据显示，布兰卡高度重视双语并优先使用“西班牙语”或西班牙语-英语混合体。虽然布兰卡不能代表所有双语父母，但她的跨语言可以被教育工作者和研究人员用作课堂朗读中跨语言的介绍性指南，并减少双语家庭与学校之间的脱节。