Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22427
Title: 
Authors: 
Subjects: 
Early childhood education
Bilingualism
Bilingual education
Translanguaging
Young language learners
Heritage language
Issue Date: 
2020
Citation: 
Poorani Vijayakumar, Steinkrauss, R., & Sun, H. (2020). Entering into the weak version of translanguaging: Teachers’ English use in children’s Tamil language classes in Singapore. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2020.1808003
Abstract: 
The current study investigates the impact of the teachers’ societal dominant language use within a weak version of translanguaging in early heritage language education. We explored five preschool teachers’ use of English, the dominant majority language, in Tamil heritage language classes in Singapore and examined its impact on 33 children’s immediate language production in class and in their Tamil language storytelling at the end of the academic year. Our findings demonstrate that while the conventional thinking of protecting the heritage language’s pureness is still dominant, the Tamil language teachers did employ English in their Tamil instruction, and their English use had a substantial variation in frequency. The teachers mostly switched to English due to habituation but not with explicit instructional purposes. When English use aided language instruction, it facilitated children’s comprehension and elicited more child talk. Results also indicated that children model their teacher’s English usage in their immediate responses. When teachers increased their English use in daily practice, children also incorporated increased English use in their Tamil storytelling task at the end of the academic year. Regardless of English use, however, children’s output remained predominantly in Tamil. The implication of using translanguaging in early heritage language education is discussed.
Description: 
This is the final draft, after peer-review, of a manuscript published in Journal of Multilingual and Multicultural Development. The published version is available online at http://www.tandfonline.com/doi/pdf/10.1080/01434632.2020.1808003
URI: 
ISSN: 
0143-4632 (print)
1747-7557 (online)
DOI: 
Project number: 
OER 09/14 RB
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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