Translanguaging and Semiotic Repertoires: A Holistic Examination of Instructional Resources in Dual-Language Teaching

• In Event: Critical Explorations of Languaging in Dual-Language and Multilingual K–12 Classrooms

Abstract

Scholars have been calling for understanding the hybridity of sociolinguistic, semiotic, spatial, and material resources in language teaching (e.g., Canaragajah, 2018; Pennycook, 2010; Tooney, 2018). Framed by this translingualism-oriented lens and the tradition of classroom discourse analysis (Cazden, 2001; Erickson & Shultz, 1982), this paper investigates the instructional organization in one 4th-grade Chinese-English dual language (DL) classroom located in a U.S. K-8 public Chinese-English dual language bilingual school. Drawing on ethnographic data, this paper explores how the teacher organizes the instructional resources spatially, linguistically, semiotically, and socially, how the organization affects the process of learning. This paper aims to investigate the micro-level interactions, social-cultural indexicalities, and pedagogical functions of instructional resources and to offer insights on effective DL pedagogy.

Author

• Bingjie Zheng, University of Central Arkansas