Translanguaging as a Pedagogy for Equity of Language Minoritized Students

Autor/in	Yilmaz, Tuba
Titel	Translanguaging as a Pedagogy for Equity of Language Minoritized Students
Quelle	In: International Journal of Multilingualism, 18 (2021) 3, S.435-454 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2019.1640705
Schlagwörter	Language Minorities; Code Switching (Language); Teaching Methods; Second Language Learning; Language of Instruction; Educational Policy; Bilingual Education Programs; Language Usage; Native Language; Bilingualism; Instructional Effectiveness; Transformative Learning; Social Justice; Equal Education; Language Attitudes; Multilingualism; Self Concept; Creativity; Culture Fair Tests; Content and Language Integrated Learning; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Sprachminderheit; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachgebrauch; Bilingualismus; Unterrichtserfolg; Pädagogische Transformation; Soziale Gerechtigkeit; Sprachverhalten; Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Kreativität; CLIL; Lernkonzept
Abstract	For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the 'purity' of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. "Journal of Pragmatics," 43, 1196-1208. doi:10.1016/j.pragma.2010.10.006; García, 2014. Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), "The global-local interface, language choice and hybridity" (pp. 100-118). Bristol, UK: Multilingual Matters). The authenticity and the effectiveness of these practices have recently been questioned, and alternative pedagogical approaches, which view bilingualism as a unitary linguistic system and a resource for content and language learning, have been proposed. Translanguaging is one of these pedagogical approaches that has emerged to counteract the strict separation of language policies in schools and advocates that an effective pedagogy should mirror the fluid languaging practices of bilinguals (Sánchez, García, & Solorza, 2017. Reframing language allocation policy in dual language bilingual education. "Bilingual Research Journal," 1-15). This paper aims to explain the development of translanguaging as a teaching method in schools and the intersections between translanguaging as a pedagogical tool and the tenets of critical teaching. First, monoglossic and heteroglossic language ideologies and how they perceive bilingualism are discussed. Next, translanguaging is defined and differentiated from code-switching. Finally, translanguaging is discussed as a transformative pedagogy used to promote equity in the classrooms that include language-minoritized students. Although translanguaging has international relevance, this study draws only from the U.S. context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01