Contextualizing Translanguaging in Different Chinese-English Bilingual Educational Settings

Session Type: Symposium

Abstract

In the past several years, many researchers (Hornberger, 2012; Gort & Sembiante, 2015; García et al., 2017; Kaufhold, 2018) have contributed to the theorization and application of translanguaging practices. Empirical studies conducted in various bilingual programs have evidenced how translanguaging benefits the teaching and learning of bilingual/multilingual learners (Somerville & Faltis, 2019; Bauer et al., 2020); however, few of the studies have taken place in K-12 Chinese-English bilingual settings (Zheng, 2019). Studies in this symposium will contextualize translanguaging as a theory, a classroom policy, and a classroom practice in Chinese-English bilingual educational settings. Findings reveal that classroom teachers and students spontaneously translanguaged or purposefully used translanguaging approaches to respond to and challenge the monolingual ideology rooted in the bilingual programs.

Sub Unit

• SIG-Bilingual Education Research

Chair

• Xiaochen Du, Jump! Immersion School

Papers

• Legitimating and Appropriating Dual-Language Education: Policies, Ideologies, and Practices in Two Disparate Chinese-English Schools - Bingjie Zheng, University of Central Arkansas

• Translanguaging Practices of Bilingual Students in Science and Math Learning in a One-Way Chinese/English Dual-Language Program - Xiaochen Du, Jump! Immersion School

• Designing Translanguaging Spaces in a Third-Grade Chinese Language Arts Class Purpose - Zhongfeng Tian, The University of Texas at San Antonio

• Translanguaging Design in Math and Science: One Exemplar Teacher's Practice in Atlanta - Xiaodi Zhou, The University of Texas - Brownsville

Discussant

• Danling Fu, University of Florida