This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children’s linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children’s play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children’s identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.

中文翻译：

---

培养跨语言空间：幼儿新兴双语儿童玩具拆箱游戏


这项研究探索了玩具拆箱视频的迷人世界，作为双语儿童进行跨语言实践的空间。通过鼓励不受限制地使用完整语言库的跨语言视角，本研究考察了两名五岁移民和新兴双语儿童的经历，他们在玩具拆箱游戏中使用了英语和韩语的语言库。玩具拆箱游戏不仅是这些孩子的专利，而且已经成为全球儿童新游戏的共同现象。这项民族志案例研究旨在了解跨语言在玩具拆箱游戏中何时以及如何使用，并探讨它为培养双语儿童语言实践的包容性观点提供的可能性。在我们的研究结果中，我们认为玩具拆箱游戏可以成为创造跨语言空间的一种方式，促进儿童语言能力的部署，并有助于他们的意义建构和学习过程。孩子们在玩具拆箱游戏中展示的跨语言实践展示了三个关键领域的语言灵活性：(1) 与玩具和自己的有趣互动，(2) 与家人和亲密他人的情感互动，(3) 与同伴和亲密的人的跨文化互动。虚拟观众。这项研究为儿童游戏背景下的跨语言潜力提供了宝贵的见解。跨语言不仅作为一种语言现象出现，而且作为一种整体的交流方法，反映了双语儿童身份和经历的多面性。 在他们的游戏中观察到的混合方法强调了认识到跨语言作为具有跨国和跨文化背景的儿童和家庭的一种存在和归属方式的重要性。通过揭示语言、文化和游戏之间错综复杂的相互作用，这项研究加深了我们对新兴双语儿童包容性和解放性跨语言空间的理解。