"Trans" + Languaging: "Beyond" Dual Language Bilingual Education

Autor/in	Solorza, Cristian R.
Titel	"Trans" + Languaging: "Beyond" Dual Language Bilingual Education
Quelle	In: Journal of Multilingual Education Research, 9 (2019), S.99-112, Artikel 15 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Bilingual Education; Code Switching (Language); Language Attitudes; Standard Spoken Usage; Disadvantaged; Language Usage; Classroom Communication; Morphemes; Teaching Methods; Educational Change; Native Language; Second Language Learning; Second Language Instruction; Vignettes; Educational Policy; Content and Language Integrated Learning; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Sprachgebrauch; Klassengespräch; Morphem; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; CLIL; Lernkonzept
Abstract	Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but "non-standard" named language varieties are still marginalized in classrooms. Using the prefix "trans"+, García pushes us to look "beyond" bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students "whole," as they learn to leverage and expand their linguistic repertoires. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01