排序方式： 共有4条查询结果，搜索用时 15 毫秒
1
1.
Minjung Ryu 《International Journal of Science Education》2019,41(10):1303-1323
Bilingual and multilingual speakers mix two or more languages for communication, gaining information and sense-making in varieties of contexts. How do bilinguals mix languages and what does the mixing afford for their learning and participation? This study examines these questions, focusing on Korean-English bilingual youths in a community-based after-school science programme in the United States. A close analysis of videorecordings of the programme sessions demonstrates the ways in which bilinguals negotiate their participant positions and negotiate meanings in their study of science topics. The findings reveal that bilinguals utilise their Korean proficiency to craft diverse ways of participation and that linguistic and scientific sense-making co-occur and support each other. Based on these findings, I offer implications as to how science teachers should perceive students’ mixing of multiple languages and how they can support bilinguals’ learning of science content and English. Additionally, I suggest a future research direction that can help teachers to prepare for linguistically diverse science-learning and -teaching contexts. 相似文献
2.
This paper explores teachers' perspectives on the pedagogical resource of using students' first languages in the classroom. The authors implemented this action research case study within the context of a larger 15-week online, asynchronous, professional development course, where K-12 in-service public school teacher-participants were introduced to translanguaging and engaged in study and reflection on current practices and the benefits of including students' first languages in learning. This paper reports on the responses of seven representative teacher-participants from Hawai'i, USA, on their learning, with findings showing varied acceptance and resistance to encouraging and supporting their students' first language in the classroom. 相似文献
3.
The goal of this study was to investigate the language-teaching strategies used in a bilingual Arabic–Hebrew kindergarten in Israel. We used an ethnographic approach by applying a mixed methods design. The results demonstrate that the language-teaching strategy most frequently used by teachers was flexible bilingualism, through translanguaging that involved code-switching. This is in contrast to traditional instruction using language separation. In the teachers' opinion, translanguaging enables bilingual children to learn their second language efficiently, especially since Arabic is a socially weaker language in Israel, and it encourages children's interactive involvement in the kindergarten. 相似文献
4.
This study explores how bilingual education teachers' flexible delivery of instructional translanguaging within a bilingual preschool in the predominately monolingual context of Turkey could provide children with a space for bilingual interaction. The research aim is to analyse the children's use of translanguaging in relation to translanguaging pedagogy of the teachers. These flexible practices involved two levels of translanguaging. One was teachers' design of the teaching materials, assigning either Turkish or English to each task as the instructional and interactional languages. The other was the facilitation of children's unenforced flexibility to alternate and shuttle between Turkish and English. Six co-teachers were interviewed online about their bilingual teaching experiences and their journals containing children's translanguaging utterances were obtained. Implications for teachers, teacher educators, and policy makers in bilingual education contexts are discussed. 相似文献
1