Translanguaging for Biliteracy: Book Reading Practices in a Chinese Bilingual Family

This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interactions, we found that translanguaging acted as a bridge to comprehension and served as a window to mental imagery that allowed participants to refine their understanding of the texts. We draw implications for teachers working with emergent bilingual children, particularly on the role of heritage languages in promoting biliteracy development in young emerging bilingual children

Translanguaging for Biliteracy: Book Reading Practices in a Chinese Bilingual Family

This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interactions, we found that translanguaging acted as a bridge to comprehension and served as a window to mental imagery that allowed participants to refine their understanding of the texts. We draw implications for teachers working with emergent bilingual children, particularly on the role of heritage languages in promoting biliteracy development in young emerging bilingual children

Examining Productive Pedagogical Discourse in Asynchronous Online Contexts.

Given the importance of understanding how teaching and learning occur in online contexts, this study explored how productive pedagogical discourse around problems of classroom practice unfolded in asynchronous online literacy courses. The content analysis of online discussions revealed that participants consistently engaged in pedagogical reasoning by drawing on their experience and knowledge to problem-solve presented issues of practice, positioned students and learning from an asset-based lens, and displayed collegiality and support for one another. At the same time, participants rarely analyzed problems of practice critically from multiple perspectives and problematized each other\u27s claims and ideas. These findings emphasize the utility of tenets of productive pedagogical discourse for analyzing online collaborative discussions and provide relevant implications for teaching and learning online