Translingual Practices in a Korean Boy’s Playdates
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This study examined translingual practices in two playdates of a Korean four-year-old boy (Theo) with a Korean boy and an American boy. The boys played a game called Candy Land. In both playdates, the boys’ naturally occurring English and Korean communication strategies were observed and analyzed based on Canagarajah’s (2013) four types of negotiation strategies: envoicing, recontextualization, interactional, and entextualization. They adapted and accommodated translingual practices in communicative situations using strategies such as body language, whispering, codemeshing, and codeswitching. Interviews were conducted with Theo to examine his understanding of his language as a user of Korean and English in the United States. Theo expressed his thoughts about language in metaphor, using his hands, and asserted that he needed English to have a sense of belonging and access to resources in his preschool.
Abstract
This study examined translingual practices in two playdates of a Korean four-year-old boy (Theo) with a Korean boy and an American boy. The boys played a game called Candy Land. In both playdates, the boys’ naturally occurring English and Korean communication strategies were observed and analyzed based on Canagarajah’s (2013) four types of negotiation strategies: envoicing, recontextualization, interactional, and entextualization. They adapted and accommodated translingual practices in communicative situations using strategies such as body language, whispering, codemeshing, and codeswitching. Interviews were conducted with Theo to examine his understanding of his language as a user of Korean and English in the United States. Theo expressed his thoughts about language in metaphor, using his hands, and asserted that he needed English to have a sense of belonging and access to resources in his preschool.
참고문헌 (23)
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