The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Translanguaging in a reading class
Abstract
Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP is an early intervention reading programme in English for students in lower primary school. Our key finding is that the broad goal of translanguaging in teacher talk was to mediate academic content. Specifically, the purposes for translanguaging in teacher talk were to aid comprehension (in 41% of switches) and translate vocabulary (in 39% of switches). The use of Malay changed interactional patterns by closing the gap in talktime between teacher and students: though the ratio of talktime between teacher and students on Day 1 was 76%:20%, this became a more democratic 47%:49% on Day 8. Finally, the scaffold of Malay changed the way the students attempted to answer questions.
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Cites
Translanguaging: origins and development from school to street and beyond
Lewis, G., Jones, B., & Baker, C. (2012) · Educational Research and Evaluation · doi:10.1080/13803611.2012.718488 · Cited by 924 · cited 1×
“According to Lewis, Jones, and Baker (2012), the theory of translanguaging is still developing and our contribution to the theory is showing how quantitative coding of data can add analytical procedures to this theory.”
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Cited by
Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry
Poza, L. (2017) · Berkeley Review of Education · doi:10.5070/b86110060 · Cited by 205
Examining Pedagogical Translanguaging: A Systematic Review of the Literature
Prilutskaya, M. (2021) · Languages · doi:10.3390/languages6040180 · Cited by 125
Metadata
- Authors
- Vaish, V., & Subhan, A.
- Affiliations
- Nanyang Technological University (SG)
- Corresponding author
- Vaish, Viniti
- ORCID
- Vaish, Viniti
- Venue
- International Journal of Multilingualism
- Publisher
- Informa UK Limited
- Published
- 2014-08-22
- Volume
- 12
- Issue
- 3
- Pages
- 338-357
- ISSN
- 1479-0718 (ISSN-L)
- 1747-7530
- OpenAlex
- W2011048326
- Cited by
- 58
- References
- 2
- Citations by year
- 2025: 4 · 2024: 7 · 2023: 7 · 2022: 7 · 2021: 5 · 2020: 8 · 2019: 6 · 2018: 7 · 2017: 5 · 2016: 1 · 2015: 1
- FWCI
- 11.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Multilingualism (publishedVersion)
- NIE Digital Repository (National Institute of Education, Nanyang Technological University) (submittedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- translanguaging, teacher discourse, scaffolding, biliteracy, low-achieving students, reading comprehension, vocabulary translation, teacher-student relationship, primary education
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
