"Mister, You're Writing in Spanglish": Fostering Spaces for Meaning Making and Metalinguistic Connections through Teacher Translanguaging Shifts in the Bilingual Classroom

Autor/inn/en	Henderson, Kathryn I.; Ingram, Mitch
Titel	"Mister, You're Writing in Spanglish": Fostering Spaces for Meaning Making and Metalinguistic Connections through Teacher Translanguaging Shifts in the Bilingual Classroom
Quelle	In: Bilingual Research Journal, 41 (2018) 3, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Kathryn I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1481894
Schlagwörter	Grade 3; Elementary School Students; Bilingual Teachers; Code Switching (Language); Multilingualism; Metalinguistics; Teaching Methods; Classroom Communication; Teacher Student Relationship; Elementary School Teachers; Bilingual Education Programs; Translation; Case Studies; Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Language of Instruction; Texas + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Teaching language; Unterrichtssprache
Abstract	We examine how a third-grade bilingual teacher engaged in "translanguaging shifts"--the moment-to-moment changes in language practices--during instruction in response to students' language performances. We demonstrate how a teacher's high level of multilingual awareness connected to fostering classroom spaces with linguistic flexibility that leveraged translanguaging practices as a resource. We present pedagogical practices of teacher translanguaging used intentionally for access to academic content, the cultivation of classroom community, and development of student metalinguistic awareness. This case study adds information about translanguaging in a bilingual classroom with implications for the role of teacher critical multilingual awareness within a translanguaging pedagogical framework. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01