Progressive practice and translanguaging: Supporting multilingualism in a Hong Kong preschool

Research output: Contribution to journalArticle

Abstract

As an officially trilingual special administrative region of China and an economic powerhouse in Asia, Hong Kong has invested heavily in dual language schools that emphasize learning English alongside of Cantonese or Mandarin at all levels of education. Little research has explored how learning and language use takes shape within these schools, particularly within early childhood educational contexts. This article analyzes how young learners in Hong Kong early childhood program that adheres to an emergent curriculum and inquiry-based pedagogy develop trilingualism though translingual communicative practices. Specifically, we showcase conditions for trilingual participation within one classroom, as well as how children within it negotiated peer relationships through linguistic improvisation and accommodation.

Original languageEnglish (US)
Pages (from-to)275-290
Number of pages16
JournalBilingual Research Journal
Volume42
Issue number3
DOIs
StatePublished - Jul 3 2019

Fingerprint

multilingualism
Hong Kong
childhood
spontaneity
language
level of education
school
accommodation
learning
linguistics
curriculum
classroom
China
participation
economics
Multilingualism
Early childhood
Pedagogy
Education
Language School

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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