Broadening Educational Practice to Include Translanguaging: An Outcome of Educator Inquiry into Multilingual Students' Learning Needs

Autor/inn/en	Van Viegen Stille, Saskia; Bethke, Robin; Bradley-Brown, Jackie; Giberson, Janet; Hall, Gillian
Titel	Broadening Educational Practice to Include Translanguaging: An Outcome of Educator Inquiry into Multilingual Students' Learning Needs
Quelle	In: Canadian Modern Language Review, 72 (2016) 4, S.480-503 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.3432
Schlagwörter	Educational Practices; Teaching Methods; Code Switching (Language); Language Usage; Native Language; Second Language Learning; Faculty Development; Bilingualism; Learning Processes; Capacity Building; Case Studies; School Districts; Teacher Attitudes; Language of Instruction; Attitude Change; Teacher Collaboration; Knowledge Level + Suchen Sie Ihr Suchwort? Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zweitsprachenerwerb; Bilingualismus; Learning process; Lernprozess; Case study; Fallstudie; Case Study; School district; Schulbezirk; Lehrerverhalten; Teaching language; Unterrichtssprache; Attitudinal change; Einstellungsänderung; Lehrerkooperation; Wissensbasis
Abstract	This paper reports research findings relating to a recent initiative to build capacity and support professional learning among educators to meet the needs of English language learners in Ontario schools. Drawing on data from case studies of educator teams in 16 school districts, the paper explores whether and how collaborative inquiry promoted effective professional learning and enhanced student learning. In particular, these findings suggest that engaging in collaborative inquiry shifted teacher attitudes, perspectives, and beliefs about language in education, deepened understanding of students' bilingual learning processes, and generated openness to the value of home languages and translanguaging for content curriculum learning. The findings are illustrated with examples from classroom practice, and implications for teacher professional learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01