Creating a Dynamic Bilingual Space through Multimodal Translanguaging Pedagogy in a Korean Heritage Language Classroom

• In Event: Multimodal Negotations of Language and Identity

Abstract

This study examines how multimodal translanguaging pedagogy fosters bilingualism in early childhood Korean heritage language classrooms. Grounded in García’s (2009) dynamic bilingualism, it explores pedagogical strategies that create a dynamic bilingual space. Through a semester-long teacher-research study, findings highlight the role of multimodal literacy in supporting bilingual interactions and identity development. This research offers theoretical and practical insights for educators and policymakers seeking to promote equitable bilingual education and literacy development.

Author

• Kyungjin Hwang, University of South Carolina