探索师范生在识字教学过程中对译语教学法的话语转变

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Early Childhood Literacy Pub Date : 2024-09-14 DOI:10.1177/14687984241277011
Faythe Beauchemin, Yueyang Shen, Geying Zhang
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引用次数: 0

摘要

尽管现有研究描述了候选教师(TCs)如何通过基于实践的作业融入翻译语言教学法,但很少有研究仔细研究候选教师在实地实习的识字教学过程中如何进行话语转换,或者说如何在瞬间做出语言决定。我们借鉴了一项采用人种学方法进行实践者调查的大型研究,分析了土耳其语教师在识字教学中的话语转换,其中土耳其语教师和小学生1)参与了翻译语言2)谈论了命名语言3)尝试利用多语种学生的文化和语言知识。我们对教师和小学生在 "翻译语言 "朗读过程中的话语转换进行的分析表明,教师和小学生或多或少地使用了有效的、肯定性的话语转换,将多语种学生定位为语言专家。同时,与其他教师相比,多语种教师还采用了一些话语转换,让多语种学生有更多机会分享多语种教师和同伴所不了解的文化和语言知识。最后,培训者的话语转换为多语种学生提供了主张其语言、文化和文本权利的空间。最后,我们对研究结果进行了讨论,并分享了在扫盲教学中有效和肯定地使用翻译语言教学法的意义。
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Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction
Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs’ literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students’ cultural and linguistic knowledges. Our analyses of TCs’ discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.
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来源期刊
Journal of Early Childhood Literacy
Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
12.50%
发文量
54
期刊介绍: Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.
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