Translanguaging for Multiliteracy Development: Pedagogical Approaches for Classroom Practitioners

Autor/inn/en	Wawire, Brenda Aromu; Barnes-Story, Adrienne
Titel	Translanguaging for Multiliteracy Development: Pedagogical Approaches for Classroom Practitioners
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 2, S.173-188 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2094702
Schlagwörter	Code Switching (Language); Second Language Learning; Language Usage; Native Language; Classroom Techniques; Multilingualism; Inclusion; Student Attitudes; Classroom Communication; Social Justice; Literacy Education; Teaching Methods; English (Second Language); African Languages; Language of Instruction; Foreign Countries; Curriculum Development; Cooperative Learning; Picture Books; Translation; Bilingual Instructional Materials; Barriers; Spanish; Second Language Instruction; Kenya + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachgebrauch; Klassenführung; Mehrsprachigkeit; Multilingualismus; Inklusion; Schülerverhalten; Klassengespräch; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kooperatives Lernen; Picture book; Bilderbuch; Spanisch; Fremdsprachenunterricht; Kenia
Abstract	When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their voices. The use of instructional practices that mirror the linguistic practices of multilingual learners promotes social justice and inclusivity in learning. We provide explanations and examples of translanguaging pedagogies, followed by instructional approaches that teachers can use to foster the language and literacy development of multilingual learners. Specific strategies and pedagogies that can be easily integrated into the classroom to promote language and literacy development are described. The appendix includes a shortlist of high-quality websites that support multilingual instruction and additional suggested readings for teachers seeking more information about how to integrate translanguaging into their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01