Confronting Ideologies: A Discourse Analysis of In-Service Teachers' Translanguaging Stance through an Ecological Lens

Autor/inn/en	Deroo, Matthew R.; Ponzio, Christina
Titel	Confronting Ideologies: A Discourse Analysis of In-Service Teachers' Translanguaging Stance through an Ecological Lens
Quelle	In: Bilingual Research Journal, 42 (2019) 2, S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deroo, Matthew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1589604
Schlagwörter	Bilingualism; Discourse Analysis; Language Attitudes; Teacher Attitudes; Teaching Methods; Classroom Communication; Language Usage; Second Language Learning; Multilingualism; Masters Programs; English (Second Language); Second Language Instruction; Teacher Education Programs; Practicums; Language Teachers; English Only Movement; Language of Instruction; Graduate Students; Student Attitudes + Suchen Sie Ihr Suchwort? Bilingualismus; Diskursanalyse; Sprachverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Sprachgebrauch; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Practicum; Praktikum; Praktika; Language teacher; Sprachunterricht; Teaching language; Unterrichtssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers' (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all, they moved beyond these constraints. Findings highlight micro-, meso-, and macrolevel influences that constrained ISTs' adoption of translanguaging and the productive ways they imagined addressing these limitations. Included are implications for how teacher education might support teachers in adopting a translanguaging stance. (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