Translanguaging Practices in a Hungarian-English Early Childhood Classroom
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Golubeva, Irina, and Éva Csillik. "Translanguaging Practices in a Hungarian-English Early Childhood Classroom." In Early Childhood Development: Concepts, Methodologies, Tools, and Applications. edited by Information Resources Management Association, 1153-1173. Hershey, PA: IGI Global, 2019. http://doi:10.4018/978-1-5225-7507-8.ch058
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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.