@article{oai:teapot.lib.ocha.ac.jp:00042896,
 author = {権野, 禎 and GONNO, Sachi},
 journal = {人間文化創成科学論叢},
 month = {Mar},
 note = {紀要論文, This study aims to explore pedagogical aspects of translanguaging space, which is a psycholinguistic space where multilingual students engage in translanguaging to gain knowledge, deepen their thoughts, and practice the best expressions of their creativity. Translanguaging based on dynamic bilingualism allows multilingual students to choose appropriate linguistic elements from their entire linguistic repertoire and encourages mutual interaction during their learning activities. This study investigated and analyzed the learning strategies and motivations of three Chinese high school students who had reading practices at intermediate or higher levels of reading materials at a community school. The findings suggest that multilingual students learn reading strategies through mutual interactions and acquire feelings of accomplishment regarding learning. This study informs Japanese teachers – those who do not share multilingual students’ first language – of translanguaging spaces with instructional implications to support multilingual students in the classroom.},
 pages = {135--143},
 title = {トランス・ランゲージング・スペースが学習意欲に与える影響　在日中国人高校生の読解学習を事例として},
 volume = {22},
 year = {2020}
}