Translingual Play that Promotes Cultural Connections, Invention, and Regulation: A LatCrit Perspective

Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. Th...

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Bibliographic Details
Published in:International multilingual research journal 2018-10, Vol.12 (4), p.273-287
Main Authors: Arreguín-Anderson, María G., Salinas-Gonzalez, Irasema, Alanis, Iliana
Format: Article
Language:English
Subjects:
Bilingual Education
Bilingualism
Children
Classroom Communication
Code Switching (Language)
Critical Theory
Culturally Relevant Education
Disadvantaged Youth
Drama
early childhood
Early Childhood Education
English (Second Language)
Head Start project
Hispanic American Students
Language acquisition
language development
Language Usage
LatCrit
Preschool Education
Qualitative research
Race
Second Language Learning
Spanish
Teaching Methods
translanguaging
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Summary:Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children from the Head Start center where this study took place creatively used language to invent and imagine characters, scenarios, and dialogues. Furthermore, their translingual talk facilitated regulation and control of their free play.
ISSN:1931-3152
1931-3160
DOI:10.1080/19313152.2018.1470434