Implementing Translanguaging Pedagogies in a Korean Heritage Language Classroom as a Teacher-Researcher

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Intention to Change: An Activist Path Through Teacher Research (Table 15)

Abstract

Translanguaging is a natural means of communication among bi/multilinguals (Li, 2018); however, it is not yet a widely sanctioned language practice in heritage language (HL) education since maintaining the designated language throughout the school day is an ideal pedagogy. The study was to investigate my (as a Korean HL teacher) pedagogical practices towards students’ HL learning and bilingualism through teacher action research (McNiff, 2013). The study shares findings from the classroom discourse that captures the students’ and my translanguaging practices when engaging in culturally distinct and authentic children’s picturebook reading and discussions. Overall, my pedagogical translanguaging was characterized when providing identity-focused instruction, building rich learning spaces through language exploration, and creating a safe translanguaging space through flexible language use modeling.

Author

• Chaehyun Lee, Southeastern Oklahoma State University
  Presenting Author