Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters

References

• Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th) ed.). Multilingual Matters.
   Google Scholar
• Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879
   Web of Science ®Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
   Google Scholar
• Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.
   Google Scholar
• Blackledge, A., & Creese, A. (Eds.). (2014). Heteroglossia as practice and pedagogy. Springer. https://doi.org/10.1007/978-94-007-7856-6
   Google Scholar
• Blommaert, J. (2012). Complexity, accent and conviviality: Concluding comments. Tilburg Papers in Culture Studies, 26, 1–14. https://pure.uvt.nl/ws/portalfiles/portal/30357079/TPCS_26_Blommaert.pdf
   Google Scholar
• Chang, L.-Y., Xu, Y., Perfetti, C. A., Zhang, J., & Chen, H.-C. (2014). Supporting orthographic learning at the beginning stage of learning to read Chinese as a second language. International Journal of Disability, Development and Education, 61(3), 288–305. https://doi.org/10.1080/1034912X.2014.934016
   Web of Science ®Google Scholar
• Cook, V. (2012). Multi-competence. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3768–3774). Wiley-Blackwell.
   Google Scholar
• Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
   Google Scholar
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
   Google Scholar
• Craik, F. I. M., & Lockhart, R. S. (2008). Levels of processing and zinchenko’s approach to memory research. Journal of Russian & East European Psychology, 46(6), 52–60. https://doi.org/10.2753/RPO1061-0405460605
   Google Scholar
• Ding, Y. C., Li, N., & Bao, Q. E. (1985). Zhuyin shizi, tiqian duxie shiyan baogao [The report on Pinyin annotated character recognition that promotes earlier reading and writing]. Yuwen xiandaihua, 8, 134–48.
   Google Scholar
• Du, X. (2022). Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program. Applied Linguistics Review, 13(3), 345–357. https://doi.org/10.1515/applirev-2021-0019
   Web of Science ®Google Scholar
• Everson, M. E. (2011). Best practices in teaching logographic and non-Roman writing systems to l2 learners. Annual Review Of Applied Linguistics, 31, 249–274. https://doi.org/10.1017/S0267190511000171
   Web of Science ®Google Scholar
• Flores, N. (2014). Let’s not forget that translanguaging is a political act. https://educationallinguist.wordpress.com/2014/07/19/lets-not-forget-that-translanguaging-is-a-political-act/
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• García, O., Bartlett, L., & Kleifgen, J. A. (2009). From biliteracy to pluriliteracies. In P. Auer & L. Wei (Eds.), Handbook of multilingualism and multilingual communication (pp. 207–228). Mouton de Gruyter.
   Google Scholar
• García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 1–26. https://doi.org/10.1080/15427587.2021.1935957
   Google Scholar
• García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Calson.
   Google Scholar
• García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge.
   Google Scholar
• García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• Guan, C. Q., Liu, Y., Chan, D. H. L., Ye, F., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509–522. https://doi.org/10.1037/a0023730
   Web of Science ®Google Scholar
• Hsiung, B. K. (2009). 36 Chinese Characters [Video]. YouTube https://youtu.be/7VhOCX5WLpw
   Google Scholar
• Kress, G. (2010). Multimodality: A social semiotic theory of communication. Routledge.
   Google Scholar
• Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
   Google Scholar
• Lau, S. M. C., Tian, Z., & Lin, A. M. Y. (2021). Critical literacy and additional language learning: An expansive view of translanguaging for change-enhancing possibilities. In C. in J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The handbook of critical literacies (pp. 381–390). Routledge.
   Google Scholar
• Lee, T.-K. (2015). Translanguaging and visuality: Translingual practices in literary art. Applied Linguistics Review, 6. https://doi.org/10.1515/applirev-2015-0022
   Google Scholar
• Leong, C. K. (1997). Paradigmatic analysis of Chinese word reading: Research findings and classroom practices. In C. K. Leong & R. M. Josh (Eds.), Crosslanguage studies of learning to read and spell: Phonologic and orthographic processing (pp. 379–418). Kluwer.
   Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
   Web of Science ®Google Scholar
• Liaw, M. J. (2019). Negotiating critical biliteracies: Language and literacy learning in a bilingual elementary classroom [ Unpublished doctoral thesis, University of Massachusetts.
   Google Scholar
• Liaw, M. J., Botelho, M. J., & Lau, S. M. C. (forthcoming). Insights from intra-active events of bilingual and biliteracy learning. The Reading Teacher.
   Google Scholar
• Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. https://doi.org/10.1080/13670050.2018.1515175
   Web of Science ®Google Scholar
• Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244. https://doi.org/10.1080/15348458.2017.1328283
   Web of Science ®Google Scholar
• Lin, A. M. Y., Wu, Y., & Lemke, J. L. (2020). It takes a village to research a village’: conversations between angel lin and jay lemke on contemporary issues in translanguaging. In S. M. C. Lau & S. Van Viegen, Ed. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Springer International Publishing:47–74.
   Google Scholar
• Lin, C. Y., Wang, M., & Singh, A. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In H. K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (pp. 25–48). John Benjamins Publishing Company.
   Google Scholar
• Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21(8), 1117–1122. https://doi.org/10.1177/0956797610375447
   PubMed Web of Science ®Google Scholar
• Liu, Y. (2005). A pedagogy for digraphia: An analysis of the impact of pinyin on literacy teaching in China and its implications for curricular and pedagogical innovations in a wider community. Language and Education, 19(5), 400–414. https://doi.org/10.1080/09500780508668693
   Google Scholar
• Lo, L.-Y., Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. (2016). The role of stroke knowledge in reading and spelling in Chinese. Journal of Research in Reading, 39(4), 367–388. https://doi.org/10.1111/1467-9817.12058
   Web of Science ®Google Scholar
• McBride, C., & Wang, Y. (2015). Learning to read Chinese: Universal and unique cognitive cores. Child Development Perspectives, 9(3), 196–200. https://doi.org/10.1111/cdep.12132
   Web of Science ®Google Scholar
• Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, 19(1), 1–21. https://doi.org/10.1080/15427587.2022.2030232
   Google Scholar
• Scollon, R. (2001). Mediated Discourse: The nexus of practice. Routledge.
   Google Scholar
• Serafini, F. (2009). Understanding visual images in picture books. In J. Evans (Ed.), Talking beyond the page (pp. 10–25). Routledge.
   Google Scholar
• Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy, 54(5), 342–350. https://doi.org/10.1598/JAAL.54.5.4
   Web of Science ®Google Scholar
• Shen, H. H. (2004). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18(2), 167–182. https://doi.org/10.1080/09500780408666873
   Google Scholar
• Shen, H. H. (2007). Learning vocabulary through independent reading: Evidence from advanced Chinese learners. In G. Andreas, X. Jiang, & Y. Wan (Eds.), The cognition, learning and teaching of Chinese characters (pp. 227–250). Beijing Language and Culture University Press.
   Google Scholar
• Shen, H. H., & Bear, D. R. (2000). Development of orthographic skills in Chinese children. Reading and Writing, 13(3), 197–236. https://doi.org/10.1023/A:1026484207650
   Web of Science ®Google Scholar
• Shen, H. H., & Jiang, X. (2013). Character Reading fluency, word segmentation accuracy, and reading comprehension in L2 Chinese. Reading in a Foreign Language, 25(1), 1–25. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/2eed145c-b2c0-4a0b-9fa5-658a0f8aefaf/content
   Google Scholar
• Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. Modern Language Journal for Critical Education Policy Studies, 91(1), 97–111. http://www.jstor.org/stable/4127090
   Google Scholar
• Shen, H. H., & Xu, W. (2015). Active Learning: qualitative inquiries into vocabulary instruction in Chinese L2 classrooms. Foreign Language Annals, 48(1), 82–99. https://doi.org/10.1111/flan.12137
   Web of Science ®Google Scholar
• Su, X., & Kim, Y.-S. (2014). Semantic radical knowledge and word recognition in Chinese for Chinese as foreign language learners. Reading in a Foreign Language, 26(1), 131–152. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/9ff81443-194c-4692-a2c5-e54bebff50dc/content
   Google Scholar
• Sung, K.-Y., & Tsai, H.-M. (2019). Mandarin Chinese dual language immersion programs. Multilingual Matters.
   Google Scholar
• Taylor, I., & Taylor, M. M. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised) ed.). John Benjamins Publishing Company.
   Google Scholar
• Thibault, P. J. (2011). First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(3), 210–245. https://doi.org/10.1080/10407413.2011.591274
   Web of Science ®Google Scholar
• Tian, Z. (2020). Translanguaging design in a Mandarin/English dual language bilingual education program: A researcher-teacher collaboration. ProQuest Dissertations Publishing.
   Google Scholar
• Tong, X., McBride, C., Ho, C. S.-H., Waye, M. M. Y., Chung, K. K. H., Wong, S. W. L., & Chow, B. W. Y. (2018). Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners. Reading and Writing, 31(8), 1765–1786. https://doi.org/10.1007/s11145-017-9771-z
   Web of Science ®Google Scholar
• Wang, J. (2003). 再论汉语拼音方案是最佳方案 [On Hanyu pinyin scheme as the best scheme again]. 语言文字应用[Applied Linguistics], 2(1), 2–9. https://doi.org/10.16499/j.cnki.1003-5397.2013.s1.052
   Google Scholar
• Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
   Google Scholar
• Wu, Y., & Lin, A. M. Y. (2019). Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: Whole-body sense-making in the flow of knowledge co-making. Classroom Discourse, 10(3–4), 252–273. https://doi.org/10.1080/19463014.2019.1629322
   Web of Science ®Google Scholar
• Xu, B. (2014). Yingwen fangkuai zi [Square Word Calligraphy]. Today, 105, 147–154. https://www.jintian.net/today/templates/today/images/os/2014-2.pd
   Google Scholar
• Xu, Y., Chang, L.-Y., Zhang, J., & Perfetti, C. A. (2013). Reading, writing, and animation in character learning in Chinese as a foreign language. Foreign Language Annals, 46(3), 423–444. https://doi.org/10.1111/flan.12040
   Web of Science ®Google Scholar
• Xu, X., & Padilla, A. M. (2013). Using meaningful interpretation and chunking to enhance memory: the case of Chinese character learning. Foreign Language Annals, 46(3), 402. https://doi.org/10.1111/flan.12039
   Web of Science ®Google Scholar
• Zheng, B. (2021). Translanguaging in a Chinese immersion classroom: An ecological examination of instructional discourses. International Journal of Bilingual Education and Bilingualism, 24(9), 1324–1339. https://doi.org/10.1080/13670050.2018.1561642
   Web of Science ®Google Scholar
• Zhu, Y., Fung, A. S. L., & Wang, H. (2012). Memorization effects of pronunciation and stroke order animation in digital flashcards. CALICO Journal, 29(3), 563–577. https://doi.org/10.11139/cj.29.3.563-577
   Google Scholar
• Jaworski, A. (2014). Mobile language in mobile places. International Journal of Bilingualism, 18(5), 524–533. https://doi.org/10.1177/1367006913484207
   Web of Science ®Google Scholar
• 字源查询 [Etymology Dictionary]. (n.d.). 好. 字源查询. Retrieved December 20, from http://qiyuan.chaziwang.com/etymology-28.html
   Google Scholar