Abstract
This article examines the evolving instructional practice of one Chinese dual language instructor in the US as she employs a translanguaging-inspired approach in her math and science Mandarin medium classes. Contrary to the school language allocation policy requiring 90% Mandarin in her Chinese classes, she encourages the utilization of English as well as Mandarin in her instruction. This offers comprehensible input to learners, also making possible greater student participation. Findings from observations and interviews reveal how a focus on meaning-making in instruction resulted in the gradual evolution of bilingual language use and effective communication of content by students and the teacher.
DOI
https://doi.org/10.5422/jmer.2021.v11.103-131
Recommended Citation
Zhou, Xiaodi
(2021)
"On the Road to Translanguaging in a Dual Language Classroom: Teaching Math and Science in Mandarin and English,"
Journal of Multilingual Education Research: Vol. 11, Article 12.
DOI: https://doi.org/10.5422/jmer.2021.v11.103-131
Available at:
https://research.library.fordham.edu/jmer/vol11/iss1/12
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons
