Translating Pedagogies: Leveraging Students' Heritage Languages in the Literacy Classroom

Autor/inn/en	Pacheco, Mark B.; David, Samuel S.; Jiménez, Robert T.
Titel	Translating Pedagogies: Leveraging Students' Heritage Languages in the Literacy Classroom
Quelle	In: Middle Grades Research Journal, 10 (2015) 1, S.49-63 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Literacy; Middle School Students; Middle School Teachers; English Language Learners; Translation; Native Language; Teacher Participation; Student Participation; Teaching Methods; Educational Technology; Educational Resources; Grade 8; Teacher Collaboration; Expertise; Curriculum Implementation; Common Core State Standards; English Literature; Listening; Speech Communication; Educational Practices; Educational Strategies; Observation + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Bildungsmittel; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerkooperation; Expert appraisal; Common core curriculum; Curriculum; Kerncurriculum; Englische literatur; Hörvorgang; Zuhören; Bildungspraxis; Lehrstrategie; Beobachtung
Abstract	We seek to understand how teachers that do not share a heritage language with their students can leverage these languages in literacy instruction. This study reports on 5 teachers' implementation of a literacy activity that uses strategic collaborative translation to facilitate middle school English language learners' (ELLs) understandings about texts, about reading comprehension strategies, and about language. Using a sociocultural perspective, we found that teachers drew on diverse pedagogical tools by participating in the activity as learners, collaborators, or experts. When teachers participated as learners, they were able to increase their understandings about students' language and cultural background. When teachers participated as collaborators, they drew students' attention to the importance of negotiating and constructing meaning in texts. When teachers participated as experts, they scaffolded student participation by sharing strategies for comprehending challenging vocabulary and idiomatic expressions. From this analysis, we then highlight how this activity can support ELLs' literacy achievement under the Common Core State Standards. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/middle-grades-research-journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01