Translanguaging Space Through Pointing Gestures: Multilingual Family Literacy at a Science Museum

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Family Language Practices Across Contexts (Table 1)

Abstract

Translanguaging theory emphasizes the dynamic use of multiple languages and communication modes by multilingual people. Museums, as informal family learning spaces, allow multilingual families to create learning opportunities using various semiotic resources. Using a microethnographic approach, I analyzed how a multilingual family employs translanguaging practices in museums, focusing on pointing gestures. The analysis of two literacy events shows a child and mother using translanguaging and semiotic resources for museum activities, joint attention, and storytelling. Pointing gestures facilitated reading and translating signage texts, enriching the child’s learning. This study highlights the importance of pointing in constructing family learning and suggests that educators can leverage such practices to support multilingual students’ language and literacy development.

Author

• Min-Seok Choi, University of Louisiana at Lafayette