Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language-Minoritized Bilinguals: From "Concepto" to "Proyecto" through Digital Storytelling

Autor/in	Prada, Josh
Titel	Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language-Minoritized Bilinguals: From "Concepto" to "Proyecto" through Digital Storytelling
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.171-185 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Bilingualism; Language Minorities; Code Switching (Language); Power Structure; Second Language Learning; Second Language Instruction; Teaching Methods; Multilingualism; Story Telling; Information Technology; Hispanic American Students; Spanish; Native Speakers; Heritage Education; Student Empowerment; Educational Objectives; Undergraduate Students; Course Descriptions; Educational Technology + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachminderheit; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Informationstechnologie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Muttersprachler; Studienberechtigung; Educational objective; Bildungsziel; Erziehungsziel; Kursstrukturplan; Unterrichtsmedien
Abstract	This article provides an overview of a digital storytelling proyecto final (final project) completed by 18 young bilingual Latinxs as part of a Spanish for "heritage/native" speakers course at a university in the U.S. Midwest. Specifically, the article charts out the move from concepto (concept) to proyecto, zooming in on key aspects of digital storytelling through a translanguaging lens, with an emphasis on how this pedagogy may serve the purpose of empowerment among language-minoritized, racialized multilinguals. This pedagogy opens the language curriculum to ways of meaning- and sense-making that support principal objectives and goals in heritage language education while promoting the handing over of decision-making to students in transformative and liberating ways. This perspective, while developed in the context of Spanish as a minoritized language in the United States, is applicable to other contexts where language teaching and learning meet sociopolitical pressures of minoritization, oppression, and the erasure of personal and collective histories. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01