Multimodal Translanguaging Practices in English Vocabulary Learning During Shared Reading of a Bilingual Story E-book

• In Event: Examining Vocabulary Learning Through Multimodal, Multilingual, Morphological, and Contextual Approaches

Abstract

From the perspective of multimodal translanguaging, this study has examined the effectiveness of English vocabulary learning during shared e-book reading and how multimodal translanguaging practices predict children’s learning outcomes. Theoretically, to our knowledge, this is the initial attempt to quantify multimodal translanguaging practices in language teaching and learning. Results show that the e-book served as an interactive and multimodal space in which children were allowed to flexibly explore and practice the target linguistic knowledge with their own strategies. On the other hand, parents played a crucial role to support the vocabulary acquisition. They provided necessary Chinese explanations of the story, facilitated the connection of vocabulary knowledge between the two languages, and maintained children’s attention. Theoretical and pedagogical implications are discussed.

Authors

• Xinye Zhang, University of California - Davis

• Dandan Yang, Boston College

• Siyu Zhu, Hong Kong Polytechnic University

• Shuai Xu, University of Illinois at Urbana-Champaign

• Yan Ge, King's College London

• Penelope Collins, University of California - Irvine

• Mark Warschauer, University of California - Irvine