ABSTRACT
This chapter addresses Research Question 3 by showing how the 3rd-grade Korean bilingual students utilize their languages to orally communicate and write while attending a Korean HL class. The chapter begins with the 3rd-graders’ views about their language use, preferences, and proficiencies. The findings show the frequency of 3rd-graders’ oral and written language use in English and Korean when they engaged in classroom interactions and writing tasks, which illustrate the pattern of language use by each student and his/her translanguaging performance. Although the 3rd-graders engaged in less translanguaging than the 1st-graders did, they still employed and demonstrated translanguaging. Thus, their use of translanguaging in their spoken and written language was analyzed according to the same four functions as did for the 1st-graders: 1) sociolinguistic knowledge, 2) metalinguistic awareness, 3) metacognitive insight, and 4) sociocultural understanding. The findings display that the 3rd-grade bilingual students did not often engage in translanguaging, especially when writing, but when they did so, they flexibly and purposefully utilized their language and linguistic resources from their two languages through translanguaging. The older students seemed to be more cognizant of their language use and tried to meet their teacher’s expectations by using Korean in the classroom.
