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AbstractEmploying the Third Space as a theoretical framework, the present study explores how the teacher and transnational students co-constructed a transformative Third Space in their fifth-grade Korean heritage language classroom. The teacher implemented transnational literacy practices and transformative pedagogy by embracing the students’ linguistic hybridity and cultural diversity from their dynamic transnational lifeworld. The findings reveal that transnationally inclusive literature works as a great medium and a powerful pedagogical tool for the students in utilizing their transnational funds of knowledge, incorporating translanguaging, and (re)constructing their multifarious identities. The fluid classroom discourses during their literature discussions provided possibilities and opportunities for the Third Space to be established and developed in the classroom as a hybrid, transformative, and democratic learning space. This study provides educators and researchers insights into the unique ways that both teachers and students can collaboratively create Third Spaces in learning contexts to offer hybrid, transformational, and democratic educational experiences. [ABSTRACT FROM AUTHOR]

Using Border Pedagogy (Giroux, H. 2005. Border Crossings: Cultural Workers and the Politics of Education. New York, NY: Routledge.) as a guiding lens, this study examines the third-grade Korean American students' responses to multicultural children's literature that illustrates different kinds of borders (i.e. racial, religious, linguistic, and physical). 14 different multicultural children's picture books (Asian, Hispanic, European, and African) are introduced to the Korean students from transnational families in a Korean heritage language school in the U.S. throughout the semester. The findings present that the students' responses during book discussions showed that using multicultural children's literature supported the value of facilitating their border crossing. The findings provide implications for educators that using multicultural children's picture books can be an influential pedagogical instrument to provide experiences of crossing borders between cultures of themselves and others. This border crossing perspective can potentially help the students construct their own cultures, experiences, and histories to better understand those of others. [ABSTRACT FROM AUTHOR]

This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging practices in support of their meaning- and sense-making processes. Overall, six translanguaging functions were commonly identified by the first and third graders, but different forms of translanguaging are presented in each grade in support of the functions. The comparison findings from constant comparative analyzes display that the older graders employed translanguaging in more varied forms and for more various purposes than the younger graders because they recognized when to use which language by regulating a higher level of their cognitive thinking skills. As a result, the third graders' translanguaging performance appears to be more strategic and sophisticated than its use by the younger graders. The findings provide pedagogical and methodological implications for educators in bilingual and HL education. [ABSTRACT FROM AUTHOR]

Using the transactional theory (Rosenblatt, 1995, 2001) and translanguaging pedagogy (García, 2009) as guiding lenses, this study explores how 1st-grade Korean-English bilingual students engage in storytelling and meaning construction using two languages when they encounter one of the chosen wordless picturebooks. The findings indicate that although visualizing is the main strategy to create the plot from the wordless picturebook, the students incorporate other reading comprehension strategies (i.e. using prior knowledge, making connections, predicting, revising and verifying their predictions, and inferencing) to construct the meaning of the story. Since storylines are delivered through illustrations only in wordless picturebooks, the bilingual students flexibly translanguage by deploying their linguistic resources from both languages during their story creation. The findings imply that using wordless picturebooks can be an influential pedagogical instrument to help bilingual students employ a broader language repertoire in their oral narrative production so that their responses from different perspectives and experiences are valued during literary activities in the classroom. [ABSTRACT FROM AUTHOR]