Exploring Translanguaging Practice in Creating Digital Identity Texts in a Farsi Heritage Language Class
Abstract
There has been little research done on young Farsi children who are learning their home language in Canada. The project of creating digital identity texts using Scribjab in a Farsi heritage language class was designed. The model was based on integrating translanguaging, a common language practice of bilingual and multilingual individuals who use multiple languages simultaneously for problem solving, meaning making, and communication. The study draws upon Cummins’ call for identity affirmation and Garcia’s theory of educational translanguaging. Nine students from the Farsi heritage language class participated in the study. Data for the study were collected from students’ identity texts, field notes, parents’ interviews, and students’ digital stories. The project was designed to enable students to use Farsi as well as English so that they could express real and imaginary identities. The majority of the students used English and Farsi to actively participate in whole group discussions, in their writings, and voice recordings.
Results indicate that creating identity texts in two languages enabled students to utilize all the linguistic resources they bring to class. Rather than limiting students to reading, writing, and responding only in their second language, allowing students to use both languages provided them more opportunities to express their understanding of the content and become more engaged in learning their heritage language. The final digital books which have been published on Scribjab reveal that incorporating both Farsi and English offered them the chance to believe in their capabilities. Pedagogical implications about translanguaging practices in a heritage language school using Sribjab to teach young children are discussed.
Description
Keywords
Education--Language and Literature
Citation
Golneshan, Z. (2016). Exploring Translanguaging Practice in Creating Digital Identity Texts in a Farsi Heritage Language Class (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26125