儿童阅读双语书籍时的翻译

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2022-08-02 DOI:10.1177/1086296X221116854
Lisa M. Domke
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引用次数: 2

摘要

这项混合方法的研究分析了小学生在阅读西班牙语-英语双语书籍(DLB)时如何翻译。具体而言,它调查了学生在DLB中翻译单词时使用的策略类型、策略的成功率,以及基于年级、母语和口语阅读准确性的策略使用差异。63名三年级和五年级的西班牙语-英语双语学生参与了这项研究。使用语篇分析对解释其翻译策略的言语协议/思维模式进行了定性分析,并定量确定了趋势。研究结果表明,三年级学生和/或口语阅读准确率较低的学生最常用的策略集中在文本特征上,而五年级学生和(或)口语阅读准确度较高的学生最常使用的策略是由语言知识决定的。研究结果讨论了策略如何反映发展中的元语言知识、语言假设,以及参与者如何利用他们的语言库进行翻译和跨语言交际。还讨论了支持双语发展和双语项目的教学意义。
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Children Translating When Reading Dual-Language Books
This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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