Creating Joyful “Third Space” for Young Dual Language Learners via Family-involved Chess Playing Project
Qinmei Yu, Stella Patino, Tracy Harris

This study proposes a heuristic, operational ―Third Space‖ model of the family-involved chess playing project by fitting Third Space Theory into Bronfenbrenner‘s Bioecological Theory to create a joyful learning environment for young dual language learners (DLLs). The ―Third Space‖ created by the project is a visible physical in-between zone of young DLLs‘ home and school contexts as well as an invisible shared socializing intersection of their home and English linguistic and cultural systems. It functions as the productive hybrid cultural, mediational and navigational context for young DLLs to challenge the authority and dominance of English language and culture, engage in early bilingual and biliteracy scaffolding practices, and develop their language literacy and cultural identity across their first and second linguistic and cultural systems. The study further recommends specific procedures to implement a series of three-week long chess-playing activities with the participation of children, parents and teachers to make it feasible for DLL teachers to implement the project in their teaching practices.

Full Text: PDF     DOI: 10.15640/jehd.v9n4a11