ABSTRACT

This study aimed at investigating when, and for which purposes, teachers and pupils translanguaged in a third-grade classroom [8–9 year olds] in a private bilingual school in northern Portugal. It also aimed at highlighting effective scaffolding strategies developed by the teachers in the Natural and Social Sciences (NSS) and English Language (EL) lessons. Classroom observations were conducted for a six-month period. Data was collected through participant-observation, using a single case study design with multiple embedded units of analysis. Data analysis was performed qualitatively by analysing language use in fieldnotes from classroom observations, audio recordings of NSS and EL lessons, and a pupil survey and also through content analysis for teachers’ written reflections. A total of 26 categories were derived under different types of translanguaging and scaffolding strategies used both by the teachers and the pupils. It was found that translanguaging was used for the teaching of content and to establish communication, and it was both teacher-directed and pupil-directed. Findings have implications for educators when considering how translanguaging can be used as a pedagogical tool in Content and Language Integrated Learning (CLIL) classrooms.

摘要

本研究旨在调查葡萄牙北部一所私立双语学校的三年级教室 [8-9 岁儿童] 何时以及出于何种目的进行语言转换。它还旨在突出自然和社会科学 (NSS) 和英语 (EL) 课程中教师制定的有效脚手架策略。课堂观察进行了六个月。数据是通过参与者观察收集的，使用具有多个嵌入式分析单元的单一案例研究设计。通过分析课堂观察、NSS 和 EL 课程的录音、学生调查以及教师书面反思的内容分析，对现场笔记中的语言使用进行定性数据分析。在教师和学生都使用的不同类型的跨语言和支架策略下，总共得出了 26 个类别。结果发现，跨语言被用于内容的教学和建立交流，它既是教师导向的，也是学生导向的。在考虑如何在内容和语言综合学习 (CLIL) 课堂中将跨语言用作教学工具时，这些发现对教育工作者有影响。