Using University Students' L1 as a Resource: Translanguaging in a Puerto Rican ESL Classroom

Autor/inn/en	Carroll, Kevin S.; Sambolín Morales, Astrid N.
Titel	Using University Students' L1 as a Resource: Translanguaging in a Puerto Rican ESL Classroom
Quelle	In: Bilingual Research Journal, 39 (2016) 3-4, S.248-262 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1240114
Schlagwörter	Native Language; Bilingualism; Code Switching (Language); Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Qualitative Research; Units of Study; Higher Education; Puerto Ricans; Cultural Background; Novels; Teaching Methods; Cooperative Learning; College Students; Spanish; Language Planning; Course Descriptions; Focus Groups; Student Attitudes; Interviews; Participant Observation; Puerto Rico + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitative Forschung; Lerneinheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Puerto Rican; Puerto-Ricaner; Novel; Roman; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Collegestudent; Spanisch; Sprachwechsel; Kursstrukturplan; Schülerverhalten; Interviewing; Interviewtechnik; Teilnehmende Beobachtung
Abstract	Framed within Ruiz's language-as-resource orientation, this article uses data from a college ESL classroom where a translanguaging approach was used for the teaching of a novel. After defining key terms, the article describes the linguistic context of higher education in Puerto Rico and its influence on one instructor's Basic English course. Using qualitative inquiry throughout a month-long unit, the researchers describe a bilingual instructor's translanguaging approach and how it enhanced the reading of Abraham Rodríguez Jr.'s "The Boy Without a Flag". The findings present how the translanguaging approach was implemented by using literature circles as a strategy to promote collaborative learning across the two languages. Ultimately, the authors argue that the use of a translanguaging approach complements Ruiz's language-as-a-resource orientation in that students' home language and varying linguistic repertories are respected and weaved into this ESL course as resources for constructing meaning and building on students' cultural knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01