A Disciplinary Perspective on Translanguaging

Autor/inn/en	Pierson, Ashlyn E.; Grapin, Scott E.
Titel	A Disciplinary Perspective on Translanguaging
Quelle	In: Bilingual Research Journal, 44 (2021) 3, S.318-334 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pierson, Ashlyn E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1970657
Schlagwörter	Code Switching (Language); Grade 6; STEM Education; Teaching Methods; Bilingual Education; Educational Practices; Language Usage; Native Language; Multilingualism; Second Language Learning; Units of Study; English Language Learners + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Bildungspraxis; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Lerneinheit
Abstract	Building on recent practice-oriented and multimodal shifts in bilingual education and content area education, we propose "a disciplinary perspective on translanguaging" that leverages the synergy between translanguaging and contemporary conceptualizations of content learning. Specifically, we propose that a disciplinary perspective consists of two features: (a) connecting translanguaging practices to disciplinary practices and (b) framing multimodality as essential to constructing disciplinary meaning. We illustrate these features using examples from our research in sixth-grade STEM classrooms. We argue that a disciplinary perspective could address persistent challenges of developing and researching translanguaging pedagogies and contribute to fostering equitable learning experiences for multilingual students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01