Translanguaging Practices in a Hungarian-English Early Childhood Classroom

Translanguaging Practices in a Hungarian-English Early Childhood Classroom

Irina Golubeva (University of Miskolc, Hungary) and Éva Csillik (New York City Department of Education, USA)
DOI: 10.4018/978-1-5225-5167-6.ch007

Abstract

After a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.
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Main Focus

This chapter aims to explore more profoundly the practices of translanguaging in an early childhood classroom through the process of free-play. The authors report on the case of heritage language-and-culture learning/teaching in AraNY János Hungarian School in New York City (USA).

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