Dealing With Language Gap in a Hungarian-English Early Childhood Classroom
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Csillik, Eva, and Irina Golubeva. "Dealing With Language Gap in a Hungarian-English Early Childhood Classroom." In International Approaches to Bridging the Language Gap. edited by Cristina-Aránzazu Huertas-Abril , and María Elena Gómez-Parra, 168-194. Hershey, PA: IGI Global, 2020. http://doi:10.4018/978-1-7998-1219-7.ch011
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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.