Functions of Translanguaging Performed by Korean-American Emergent Bilinguals

Chaehyun Lee

doi:doi:10.11648/j.ijeedu.20200903.11

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Functions of Translanguaging Performed by Korean-American Emergent Bilinguals

Chaehyun Lee

Published in International Journal of Elementary Education (Volume 9, Issue 3)

Received: 30 July 2020 Accepted: 13 August 2020 Published: 8 September 2020

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Abstract

In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.

Published in	International Journal of Elementary Education (Volume 9, Issue 3)
DOI	10.11648/j.ijeedu.20200903.11
Page(s)	50-59
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Bilingual Education, Korean Bilinguals, Heritage Language Learning, Translanguaging, Heteroglossia, Discourse Analysis

References

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Chaehyun Lee. (2020). Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. International Journal of Elementary Education, 9(3), 50-59. https://doi.org/10.11648/j.ijeedu.20200903.11

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Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int. J. Elem. Educ. 2020, 9(3), 50-59. doi: 10.11648/j.ijeedu.20200903.11

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Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int J Elem Educ. 2020;9(3):50-59. doi: 10.11648/j.ijeedu.20200903.11

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@article{10.11648/j.ijeedu.20200903.11,
  author = {Chaehyun Lee},
  title = {Functions of Translanguaging Performed by Korean-American Emergent Bilinguals},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {3},
  pages = {50-59},
  doi = {10.11648/j.ijeedu.20200903.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200903.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200903.11},
  abstract = {In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.},
 year = {2020}
}

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TY  - JOUR
T1  - Functions of Translanguaging Performed by Korean-American Emergent Bilinguals
AU  - Chaehyun Lee
Y1  - 2020/09/08
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200903.11
DO  - 10.11648/j.ijeedu.20200903.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200903.11
AB  - In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.
VL  - 9
IS  - 3
ER  -

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Author Information

Chaehyun Lee

Department of Educational Instruction and Learning, Southeastern Oklahoma State University, Durant, USA

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APA Style

Chaehyun Lee. (2020). Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. International Journal of Elementary Education, 9(3), 50-59. https://doi.org/10.11648/j.ijeedu.20200903.11

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ACS Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int. J. Elem. Educ. 2020, 9(3), 50-59. doi: 10.11648/j.ijeedu.20200903.11

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AMA Style

Chaehyun Lee. Functions of Translanguaging Performed by Korean-American Emergent Bilinguals. Int J Elem Educ. 2020;9(3):50-59. doi: 10.11648/j.ijeedu.20200903.11

Copy | Download

@article{10.11648/j.ijeedu.20200903.11,
  author = {Chaehyun Lee},
  title = {Functions of Translanguaging Performed by Korean-American Emergent Bilinguals},
  journal = {International Journal of Elementary Education},
  volume = {9},
  number = {3},
  pages = {50-59},
  doi = {10.11648/j.ijeedu.20200903.11},
  url = {https://doi.org/10.11648/j.ijeedu.20200903.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20200903.11},
  abstract = {In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Functions of Translanguaging Performed by Korean-American Emergent Bilinguals
AU  - Chaehyun Lee
Y1  - 2020/09/08
PY  - 2020
N1  - https://doi.org/10.11648/j.ijeedu.20200903.11
DO  - 10.11648/j.ijeedu.20200903.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 59
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20200903.11
AB  - In this article, I employed a qualitative discourse analysis method from a heteroglossic perspective to investigate first-grade Korean American bilingual students’ translanguaging practices in a Korean heritage language (HL) school. Although the instruction was delivered exclusively in Korean in the HL classroom, the students were allowed to use English and translanguage if they needed. The transcripts of audio-recordings of students' spoken language were the main resources for this qualitative study. I first examined the incidence of the students' translanguaging. In performing the analysis of translanguaging function, I adopted Jakobson's [1] six functions of language (directive, expressive, referential, phatic, metalinguistic, and poetic). The findings showed that the function of students' translanguaging was documented in the five following categories: referential, directive, expressive, metalinguistic, and poetic. The close analysis revealed that 14 different subsidiary functions were further discovered under the five functional categories. The functional analysis of the students’ translanguaging performance indicates that their translanguaging was not accidental or deficient, but they were sophisticated, systematic, and purposeful. The findings imply that engaging in translanguaging when communicating even in a monoglossic classroom setting (such as an HL classroom) is considered as a natural phenomenon among bilingual students as they were activating and developing their bilingualism through everyday translanguaging practices. The article provides implications for teachers of bilingual learners.
VL  - 9
IS  - 3
ER  -

Copy | Download