Translanguaging in Today's Classrooms: A Biliteracy Lens

Autor/inn/en	Hornberger, Nancy H.; Link, Holly
Titel	Translanguaging in Today's Classrooms: A Biliteracy Lens
Quelle	In: Theory Into Practice, 51 (2012) 4, S.239-247 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2012.726051
Schlagwörter	Teaching Methods; Bilingual Education; Standardized Tests; Ethnography; Second Language Learning; Inservice Teacher Education; Educational Practices; Federal Legislation; Code Switching (Language); Native Language; English (Second Language); Literacy; Instructional Innovation; English Language Learners; Elementary School Students; College Students; South Africa; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Standadised tests; Standardisierter Test; Ethnografie; Zweitsprachenerwerb; Lehrerfortbildung; Bildungspraxis; Bundesrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Educational Innovation; Bildungsinnovation; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and first language literacy is discouraged and undervalued, poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on ethnographic data from two different educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging in classrooms is not only necessary, but desirable educational practice. We suggest that Obama's current policies, on the one hand, and our schools' glaring needs, on the other, offer new spaces to be exploited for innovative programs, curricula, and practices that recognize, value, and build on the communicative repertoires and translanguaging practices of students, their families, and communities. (Contains 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10