Translanguaging and Flexible Bilingual Practices in Preschool Education: Strategies and Social Dynamics

Abstract

Compared with bilingual education for adolescents, preschool bilingual education has historically received less research attention. This study focuses on constructing a structured translanguaging space for preschool children and has flexible bilingual practices to support children’s adaptation to a new language learning environment. A translanguaging space is defined as an environment that integrates diverse linguistic systems, cultural norms, customs and belief systems. Within this space, children utilize language as a resource, their mother tongue is valuable to learn new content and a second language. Flexible bilingual practices refer to pedagogical approaches that enable bilingual teachers to design and implement developmentally appropriate activities that bridge the mother tongue and second language. Through such approaches, children’s second language learning progress is accelerated, and they become more willing to express their own minds. Providing strategies to facilitate children’s second language learning for teachers and scientific guidance for children to learn a second language. Moreover, this study contributes to bridging the gap between theoretical perspectives on translanguaging and their practical application in early childhood education. It also highlights the importance of creating inclusive and low-anxiety learning environments to support young learners’ linguistic and socio-emotional development.