NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1157309
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1931-3152
Language Multiplicity and Dynamism: Emergent Bilinguals Taking Ownership of Language Use in a Hybrid Curricular Space
Martínez-Álvarez, Patricia
International Multilingual Research Journal, v11 n4 p255-276 2017
This study explores the impact of hybrid instructional spaces on the purposeful and expansive use of translanguaging practices. Utilizing technology, the study explores the role of multimodality in bilinguals' language multiplicity and dynamism. The research addresses: (a) how do emergent bilinguals in dual language programs deploy their full linguistic resources (i.e., idiolects) in writing when encouraged to use translanguaging?, and (b) how do home-school hybrid spaces impact emergent bilinguals' use of translanguaging in writing? The study involved 89 children enrolled in Spanish-English dual language programs, with 53 of them participating in storytelling, writing, and other multimodal projects (i.e., photographs depicting their homes, families, and communities), and 36 in a nonparticipatory control group. The data collected include writing samples, audio taping of the children's stories and class sessions, and multimodal projects. The findings are organized around children's ability to negotiate their hybrid languaging practices as both separate and mixed entities when allowed and encouraged to take agency in their learning experiences within a hybrid curricular space.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A