Translanguaging Together: Building Bilingual Identities con Nuevos Amigos

Autor/inn/en	Moses, Lindsey; Hajdun, Matt; Aguirre, Ana Alvarado
Titel	Translanguaging Together: Building Bilingual Identities con Nuevos Amigos
Quelle	In: Reading Teacher, 75 (2021) 3, S.291-304 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moses, Lindsey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2060
Schlagwörter	Bilingual Students; Bilingual Education; Grade 1; Elementary School Students; Elementary School Teachers; Language Usage; Code Switching (Language); Teaching Methods; Video Technology; Letters (Correspondence); International Programs; Oral Reading; Vocabulary Development; Oral Language; Interaction; Peer Relationship; Foreign Countries; Colombia; United States + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Brief; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Interaktion; Peer-Beziehungen; Ausland; Kolumbien; USA
Abstract	In this article, the authors share their experiences creating and implementing a unit focused on supporting bilingual identities through integrating language domains and translanguaging with authentic writing experiences. Two dual-language first-grade teachers from Colombia and the US worked together to model, celebrate, and support the use of translanguaging as a meaningful communicative practice that encourages bilingual students to draw on all of their linguistic resources. The article includes the instructional progression used to support emergent bilingual first graders with writing letters and creating interactive videos with the purpose of making new international friends and learning about each other's communities. Practical suggestions with examples provide ideas for building supportive bilingual communities, selecting and reading aloud texts with translanguaging practices, building contextualized vocabulary, developing oral language, supporting letter and video creations, and engaging with and responding to bilingual peers. (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