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Functions of Translanguaging Performed by Korean American Emergent Bilinguals
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Bilingual Education Research Paper and Symposium Sessions 2Abstract
This qualitative study utilized a heteroglossic perspective to examine the oral translanguaging of three English-dominant, Korean-American first-graders in a Korean heritage language (HL) classroom. The following question was addressed: What are the functions of translanguaging used by Korean-American bilingual students in a heritage language classroom? Discourse analysis documented the function of the students’ translanguaging. The findings showed that the first graders’ translanguaging was fluid and dynamic, and indicated that they employed their unitary linguistic resources to communicate, make meaning, and share experiences. The students’ translanguaging appeared to increase their participation in the Korean HL class.