Translanguaging Practices in Peer Response Activity Interactions : Focusing on Mongolian Learners' Actual Use of Their Native Language and Japanese

ピア　レスポンス　カツドウ　ノ　ソウゴコウイ　ニ　オケル　トランス　ランゲージング　ノ　ジッセン　モンゴルジン　ガクシュウシャ　ノ　ボゴ　ト　ニホンゴ　ノ　シヨウジッタイ　ヲ　チュウシン　ニ

Erdenee, Binderiya

The Japanese Society for Mother Tongue, Heritage Language, and Bilingual Education

相互行為

話題の種類

トランス・ランゲージング

モンゴル人中級学習者

This paper analyzes the use of Mongolian and Japanese in peer response (PR) activities by two Mongolian learners from the perspective of Translanguaging (TL). As a result, the topics frequently observed in PR activities were related to expression and content. In TL situations during PR activities, it was found that mutual support is possible even with the Japanese language alone; however, the necessity of using Mongolian was confirmed for comprehension of content. Furthermore, in topics related to expression and content, the essential nature of TL was observed in the two-way interaction between the reader and the writer. When examining the actual utterances in the interactions, it was suggested that the two individuals efficiently advanced PR activities and provided mutual support by engaging in TL. Traditional PR activities were frequently executed in the Japanese language. Consequently, for intermediate-level learners, the limited scope of content-related topics was attributed to linguistic constraints. However, in this practical approach, where the use of both languages was allowed, many topics related to expression and content were confirmed by using the two languages together. This paper is significant in that it shows the reality of TL during peer response activities.