To Switch or Not to Switch: Bilingual Preservice Teachers and Translanguaging in Teaching and Learning

Autor/in	Caldas, Blanca
Titel	To Switch or Not to Switch: Bilingual Preservice Teachers and Translanguaging in Teaching and Learning
Quelle	In: TESOL Journal, 10 (2019) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caldas, Blanca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.485
Schlagwörter	Ethnography; English (Second Language); Second Language Learning; Second Language Instruction; Bilingualism; Mexican Americans; Minority Group Students; Code Switching (Language); Spanish; Language Usage; Language Attitudes; Self Concept; Educational Policy; Language of Instruction; Course Content; Teaching Methods; Student Attitudes; Preservice Teachers; Student Needs; Teacher Education Programs; Hispanic American Students; Classroom Communication + Suchen Sie Ihr Suchwort? Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Hispanoamerikaner; Spanisch; Sprachgebrauch; Sprachverhalten; Selbstkonzept; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Klassengespräch
Abstract	This ethnographic study examines the language ideology shifts among a group of 20 Mexican American/Latinx preservice bilingual teachers within a translanguaging space (Wei, 2011). This article explores how understanding different language ideological approaches to bilingualism and bilingual education through the use of translanguaging as the language of instruction push participants to examine their bilingual identities, linguistic trajectories and ideologies, and their own future approach to language and content teaching. Findings show that all the participants agreed they would use translanguaging as a language policy in their future classrooms as they experienced its benefits first-hand during this study. At the same time, the participants proposed a combination of approaches depending on students' linguistic needs, placing more emphasis on the language that requires more development. This quest for ideological coexistence stemmed from the participants' reflections of the socio-cultural-historical-political contexts of the schooling of emergent bilinguals in the United States combined with their own linguistic and educational trajectories, which promoted a new awareness and commitment to avoid a new cycle of language marginalization in their future classrooms. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01