Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing

Autor/inn/en	Musanti, Sandra I.; Rodríguez, Alma D.
Titel	Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing
Quelle	In: Bilingual Research Journal, 40 (2017) 1, S.38-54 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1276028
Schlagwörter	Bilingual Teachers; Bilingual Education; Teacher Education; Academic Discourse; Writing (Composition); Hispanic American Students; Code Switching (Language); Spanish; English (Second Language); Teaching Methods; Qualitative Research; Case Studies; Preservice Teachers; Observation; Elementary School Teachers; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Lehrerausbildung; Lehrerbildung; Discourse; Diskurs; Schreibübung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that Latina pre-service bilingual teachers creatively leveraged their Spanish and English linguistic repertoire to produce meaningful Spanish writing. Moreover, pre-service teachers created translanguaging spaces through writing in multiple ways, showing the potential of translanguaging as a practice in action and a pedagogical tool to defy the monolingual tradition prevailing in bilingual teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01