Translanguaging Practices in a Hungarian-English Early Childhood Classroom

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Author(s): Irina Golubeva (University of Miskolc, Hungary)and Éva Csillik (New York City Department of Education, USA)
Copyright: 2019
Pages: 21
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch058

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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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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Translanguaging Practices in a Hungarian-English Early Childhood Classroom

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