Co-Constructing a Translanguaging Space for and With Chinese American Children

• In Event: Transforming Classroom Spaces Through Translanguaging

Abstract

Positioned between English and heritage language monolingualism, Asian American bilingual children often navigate their language practices and identities in monolingual and monocultural spaces. This qualitative case study explores how five Chinese American children in a 5-week workshop co-construct a dynamic translanguaging space that empowers their bilingual identities and challenges monolingual norms. Findings highlight the importance of student-centered bilingual spaces for fostering their agency, identity, and expertise as bilingual and bicultural individuals. The study underscores the transformative potential of translanguaging spaces in promoting linguistic justice and reimagining educational practices for bilingual children, moving beyond teacher-centered approaches to embrace students' active role in shaping their learning environments.

Author

• Qinchun Li, University of Illinois at Urbana-Champaign