Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals' Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education

Autor/in	Song, SunYung
Titel	Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals' Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education
Quelle	In: TESL-EJ, 26 (2022) 3, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Song, SunYung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; Elementary School Students; Family School Relationship; Bilingualism; Preservice Teachers; Elementary School Teachers; Participatory Research; Action Research; English (Second Language); Native Language; Cultural Background; English Language Learners; Kindergarten; Service Learning; Teacher Education Programs; Distance Education; Access to Education; Equal Education; Educational Policy; Content and Language Integrated Learning; Literacy Education; Methods Courses; Curriculum Development; Curriculum Implementation; Student Diversity; Language Teachers; Videoconferencing; Tutoring; Asian Americans; Childrens Literature; Multimedia Materials; Reading Comprehension; Parent Child Relationship + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Forschungstätigkeit; Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Service-Learning; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; CLIL; Lernkonzept; Methodisch-didaktische Anleitung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language teacher; Sprachunterricht; Förderkonzept; Nachhilfeunterricht; Asian immigrant; United States; Asiatischer Einwanderer; USA; 'Children''s literature'; Kinderliteratur; Leseverstehen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate "English-only" policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students' home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01