Translanguaging in a Bilingual Writing Programme: The Mother Tongue as a Resource for Academic Success in a Second Language

Autor/in	Parmegiani, Andrea
Titel	Translanguaging in a Bilingual Writing Programme: The Mother Tongue as a Resource for Academic Success in a Second Language
Quelle	In: Language, Culture and Curriculum, 35 (2022) 3, S.290-302 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parmegiani, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2050742
Schlagwörter	Bilingual Education Programs; Writing Instruction; Longitudinal Studies; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Comparative Analysis; Language of Instruction; Academic Language; Community Colleges; Two Year College Students; Academic Achievement; Language Variation; Language Attitudes; Immigrants; Spanish Speaking; Program Descriptions; Communities of Practice; Code Switching (Language); Language Usage; New York (New York) + Suchen Sie Ihr Suchwort? Schreibunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Community college; Community College; Schulleistung; Sprachenvielfalt; Sprachverhalten; Immigrant; Immigrantin; Immigranten; Community; Sprachgebrauch
Abstract	This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond 'English-only' approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of 'normative English monolingual ideologies' and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01