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Reading Stories Together: Two Language Teachers' Coordinated Translanguaging Practices in a Dual-Language Preschool
Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Bilingual Education Research Paper and Symposium Sessions 2Abstract
In this paper, we present an analysis of collaborative language practices of six Chinese/English teachers during coordinated story-telling activities at a translanguaging dual language (DL) preschool. Findings reveal that when teachers are free from language restrictions, they are able to employ various strategic ways to interact bilingually and collaboratively to provide with children effective language input in each language respectively and in the meantime model the dynamic and fluid reality of bilingualism. Findings further illuminate teachers’ bilingual interactions enhancing their capability to support meaning-making and the development of bilingual identity for bilingual children. This study suggests that DL programs should free teachers from the language constraints to reflect the dynamic language use in multilingual communities.