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    Translanguaging knowledge and identity in complementary classrooms for multilingual minority ethnic children

    Li, Wei (2014) Translanguaging knowledge and identity in complementary classrooms for multilingual minority ethnic children. Classroom Discourse 5 (2), pp. 158-175. ISSN 1946-3014.

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    Abstract

    This article examines multilingual interactions in the complementary school classroom for ethnic Chinese children in the UK. Through a detailed analysis of classroom exchanges amongst the children and their teachers, the study aims to demonstrate how they alternate between different varieties of Chinese and English and different modes of communication, e.g. speaking and writing, and how they make use of their different linguistic knowledge and skills, personal histories, sociocultural experiences, attitudes, beliefs and ideologies in the negotiation of meaning, power relations and identities. It is argued that the complementary classroom is a translanguaging space, a space created by and for translanguaging practices where new configurations of language knowledge, cultural values and identities are generated and old understandings and structures are released, thus transforming not only the subjectivities of the pupils and the teachers but also social and cognitive structures. In so doing, orders of discourses shift and new, multiple voices emerge.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): complementary classroom, translanguaging, Chinese, culture, literacy
    School: Birkbeck Schools and Departments > School of Social Sciences, History and Philosophy > Applied Linguistics and Communication
    Depositing User: Administrator
    Date Deposited: 04 Nov 2014 10:07
    Last Modified: 04 Nov 2014 10:07
    URI: http://eprints.bbk.ac.uk/id/eprint/10866

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