Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read-Alouds to Promote Translanguaging

Autor/in	Osorio, Sandra Lucia
Titel	Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read-Alouds to Promote Translanguaging
Quelle	In: Reading Teacher, 74 (2020) 2, S.127-135 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1919
Schlagwörter	Bilingual Students; Multilingualism; Bilingual Teachers; Spanish; English; Childrens Literature; Translation; English Language Learners; Code Switching (Language) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Spanisch; English language; Englisch; 'Children''s literature'; Kinderliteratur
Abstract	Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students' linguistic resources are welcomed into the classroom. The author describes how, as a first-grade dual-language (Spanish-English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01