Emergent Bilinguals' Translanguaging Use in a Heritage Language Classroom

• In Event: Sheraton Roundtable Session 13
  In Roundtable Session: Analyzing Translanguaging in Different Contexts

Abstract

The purpose of this study was to investigate first-grade emergent Korean bilingual students’ translanguaging use in a Korean heritage classroom. The study investigates the following questions: (1) How do Korean bilingual students utilize their language and linguistic resources from both Korean and English as they engaged in the book discussion and writing task? (2) What are the functions of translanguaging by those bilingual students in their oral and written responses? The findings show that young emergent bilinguals utilize their language/linguistic resources in both their languages by using translanguaging, and their dominant language (English) boosted their heritage language (Korean). The findings suggest that providing spaces for translanguaging can encourage bilingual students’ class participation and further promote their language/literacy learning and development.

Author

• Chaehyun Lee, University of Illinois at Urbana-Champaign