International Journal of Bilingual Education and Bilingualism ISSN: (Print) ( The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content (original) (raw)
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Revista X, 2020
This present study aims at analyzing the use of linguistic repertoire in a prestigious bilingual elementary school (Portuguese/English) context in the city of Goiania, state of Goias, Midwest of Brazil. The theorizations underpinning the investigation are the concept and role of L1/L2 in the interaction and collaboration among students and teacher in English classes (DULAY; BURT; KRASHEN, 1982; MCLAUGHLIN, 1992; FIGUEIREDO, 2005; HARSEJSANI; RAYATI; YAQUBI, 2011); the concept of ZPD (FIGUEIREDO, 2006) and scaffolding (FIGUEIREDO, 2006); and the concept of translanguaging as an alternative to linguistic and pedagogy practices in prestigious bilingual education classes (BLACKLEDGE; CREESE, 2014; GARCÍA, 2009; GARCÍA; SELTZER, 2015; GARCÍA; WOODLEY, 2015). To discuss the empiric material generated in an oral activity in an English class, the following questions guided the study: a) is it possible to use the students’ L1 as a tool/scaffolding to develop their L2?; b) why translanguaging in bilingual classes can be a possibility to enable more heteroglossic linguistic and pedagogy practices? This paper falls into the scope of the interpretive qualitative research (DENZIN; LINCOLN, 2018). The results showed that, most of the time, translanguaging practices help the students develop their linguistic repertoire. KEYWORDS: Translanguaging; Linguistic practices; Bilingual education; Prestigious bilingual education.
This study examines preservice teachers' (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages, a scaffold for participation, and a sign of students' linguistic expertise and understandings of content. Findings also suggest, however, that PST discourse evidenced ideologies of translanguaging as transgressive of language policies and norms. The study concludes with recommendations for supporting PSTs in clinical experiences through attention to curricular and dynamic approaches to translanguaging, as well as specific attention to language ideologies.
This ethnographic study examines the language ideology shifts among a group of 20 Mexican American/Latinx preservice bilingual teachers within a translanguaging space . This article explores how understanding different language ideological approaches to bilingualism and bilingual education through the use of translanguaging as the language of instruction push participants to examine their bilingual identities, linguistic trajectories and ideologies, and their own future approach to language and content teaching. Findings show that all the participants agreed they would use translanguaging as a language policy in their future classrooms as they experienced its benefits first-hand during this study. At the same time, the participants proposed a combination of approaches depending on students' linguistic needs, placing more emphasis on the language that requires more development. This quest for ideological coexistence stemmed from the participants' reflections of the socio-cultural-historical-political contexts of the schooling of emergent bilinguals in the United States combined with their own linguistic and educational trajectories, which promoted a new awareness and commitment to avoid a new cycle of language marginalization in their future classrooms.
2019
In the recent past, scholars have demonstrated that translanguaging is a natural practice for bilinguals. Using these studies, schools are adapting their habits to provide their plurilingual students with successful teaching. A case study has been made in a dual-immersion French American School in California. As bilingual education is growing all over the world in the 21st century, it is important to observe how bilingual education programs separate language, and how research is opening up space for the practice of translanguaging. Data was collected with documents, and during interviews with teachers, coordinators, leadership, and parents. Findings revealed that the shift needs to happen at different levels of the whole institution. The sponsors, leadership, coordinators, family, and teachers must all collaborate as they all are educators who play an important role to ensure a transition from a monoglossic ideology to a heteroglossic ideology in bilingual education. At the macro level, a need to provide ongoing training for all educators, to create new positions like coordinators seems to be an answer. However, this is challenging as it has to deconstruct misconceptions. At the macro level, leaderships also have the role of creating space, time and resources to enable translanguaging practices at the meso-level between teachers from the same grade but with different languages. Teachers cannot only work side by side. It is essential for them to be able to collaborate to plan their teaching, integrating both of the curricula. Finally, when all of these levels have made a time and space possible for translanguaging, teachers can promote a “multilingual mindset” to their students by allowing and supporting all languages inside their classroom. This research describes what the situation is in a particular bilingual school. Knowing how students learn is the key to successful teaching. This research is based on the understanding that plurilingual students are complex, rather than just two monolinguals in one (Grosjean 1989). They use their full linguistic repertoire flexibly. Holistic education - Inclusion - Plurilingualism - Bilingual student - Experienced bilinguals - Emergent bilingual - Heteroglossic ideology versus Monoglossic ideology - Bilingual Education - Multilingual Space - Linguistic Repertoire - Content-Language Learning - Language Policies - Interconnected - Complex - Diversity - Dynamic
Discourses of Coloniality in the Understanding and Practices of Translanguaging Pedagogy
2020
Dual language (DL) education has been regarded as a means toward equity and social justice for linguistic minorities. Several studies, however, question if DL programs can, in fact, overcome inequities in the education of emergent bilinguals. This ethnographic study followed these inquiries and explored how translanguaging theory and pedagogy could transform DL education to better serve social justice purposes in this US-Mexico border context. For translanguaging to achieve this, it is fundamental to know how DL educators understand and practice translanguaging in their classrooms. This study revealed that teachers' understandings and practices of translanguaging were embedded in ideologies of coloniality that reproduced normative whiteness and perpetuated processes of coloniality within these DL programs. Drawing from coloniality theory (Maldonado-Torres, 2007; Mignolo & Walsh, 2018) and translanguaging theory (García, 2009) this study analyzed DL educators' discourses that reappropriate concepts intended to dismantle limiting views and practices to achieve equity in the education of emergent bilinguals. This study underscores the necessity of creating a culture of inquiry and ideological exploration when forming DL educators so that they may develop a stance focused on the goals of equity and social justice. Translanguaging pedagogy is a decolonizing tool that can create spaces where pre-service and in-service teachers learn to value their own linguistic richness and identities and to value their students' identities and linguistic repertoires, as well. viii
Inklusion und Bildung in Migrationsgesellschaften
In this paper we will focus on data from bi/multilingual educators and discuss aspects of translanguaging as a Culturally Sustaining Pedagogy (Paris and Alim, Culturally Sustaining Pedagogies. Teaching and Learning for Justice in a Changing World, Teachers College Press, New York, 2017). The data from the bi/multilingual educators come from a recent qualitative research (Tsokalidou, SiDaYes! Πέρα από τη διγλωσσία προς τη διαγλωσσικότητα/Beyond bilingualism to translanguaging, Gutenberg, Athens, 2017) that aimed to bring forward the issue of translanguaging (TL) in the everyday life of multi/bilinguals. Our findings suggest that TL could function as a means of increasing the confidence and self-esteem of minoritized students, while offering them a feeling of normality and pride for their linguistic and cultural backgrounds. It also becomes clear from our data that going against the grain of monolingualism and mono-culturalism is a great challenge for all.
The Bilingual Review, 2024
Nuestro principal objetivo en este ensayo es promover el uso del translingüismo como una alternativa para la formación de profesorado bilingüe en universidades mexicanas. Defendemos esta postura no simplemente por las ventajas pedagógicas del translingüismo, sino como una imperiosa necesidad ante la multiculturalidad y transnacionalismo de los futuros docentes de lengua inglesa en México. En otras palabras, en este ensayo promovemos el uso de translanguaging as a reaction towards the reproduction of systemic oppression which occurs in many English language teaching programs in Mexican universities regarding nativism, raciolinguistics, neocolonialism, and irreflective neoliberalism.