Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education

Autor/inn/en	García-Mateus, Suzanne; Palmer, Deborah
Titel	Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Quelle	In: Journal of Language, Identity, and Education, 16 (2017) 4, S.245-255 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Mateus, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2017.1329016
Schlagwörter	Bilingual Education Programs; Code Switching (Language); Second Language Learning; Second Language Instruction; Teaching Methods; Metalinguistics; Self Concept; Bilingualism; Discourse Analysis; Language Minorities; Elementary School Teachers; Elementary School Students; Language of Instruction; Spanish; English (Second Language); Bilingual Teachers; Grade 1; Hispanic American Students; Immigrants; Video Technology; Audio Equipment; Classroom Communication; Poetry; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Selbstkonzept; Bilingualismus; Diskursanalyse; Sprachminderheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching language; Unterrichtssprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Audio-CD; Klassengespräch; Lyrik; Poesie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children's bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in only one language at a time. Few studies have explored how a translanguaging pedagogy supports the development of positive identities when learning through two languages. This article explores the co-construction of identities of emergent bilingual children whose teacher embraced dynamic bilingualism. We carried out a close discourse analysis, drawing on the sociocultural linguistic framework of Bucholtz and Hall of children's interactions in a two-way bilingual education classroom. Our data revealed that translanguaging offered equitable, empowering educational and language learning opportunities to minoritized, bilingual students. A translanguaging pedagogy resulted in greater metalinguistic awareness, while developing bilingual identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01