Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

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Author(s): Eva Csillik (New York City Department of Education, USA)and Irina Golubeva (University of Maryland, Baltimore County, USA)
Copyright: 2020
Pages: 27
Source title: International Approaches to Bridging the Language Gap
Source Author(s)/Editor(s): Cristina-Aránzazu Huertas-Abril (University of Córdoba, Spain)and María Elena Gómez-Parra (University of Córdoba, Spain)
DOI: 10.4018/978-1-7998-1219-7.ch011

Keywords: Information Science Reference / Linguistics / Literacy and Language Studies / Media & Communications

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Abstract

The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.

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Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

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