Translanguaging into Raciolinguistic Ideologies: A Personal Reflection on the Legacy of Ofelia García

Autor/in	Flores, Nelson
Titel	Translanguaging into Raciolinguistic Ideologies: A Personal Reflection on the Legacy of Ofelia García
Quelle	In: Journal of Multilingual Education Research, 9 (2019), S.45-60, Artikel 5 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Code Switching (Language); Teaching Methods; Bilingual Education; Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Classroom Communication; Native Language; Hispanic Americans; Spanish; Language Teachers; Teacher Attitudes; Racial Attitudes; Doctoral Dissertations; Personal Narratives; Racial Bias; Doctoral Programs; Family Relationship; Immigrants; Bilingualism; Puerto Ricans + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Klassengespräch; Hispanic; Hispanoamerikaner; Spanisch; Language teacher; Sprachunterricht; Lehrerverhalten; Rassenfrage; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Erlebniserzählung; Racial discrimination; Rassismus; Doktorandenprogramm; Immigrant; Immigrantin; Immigranten; Bilingualismus; Puerto Rican; Puerto-Ricaner
Abstract	The term translanguaging has received a great deal of attention in recent years in applied linguistics. Originally coined to describe a bilingual pedagogical approach Ofelia García extended the definition to encompass the multiple discursive practices of bilingual communities. This broader definition has been taken up in many different ways by scholars seeking to challenge dominant conceptualizations of bi/multilingualism. In this article, I describe the ways that translanguaging offered me a point of entry for better understanding my own experiences as a US Latino. In addition, I discuss how it has equipped me with theoretical tools for speaking back to the deficit perspectives that I inflicted on my students as an English as a Second Language (ESL) teacher. I then trace the ways that these theoretical tools eventually led me to develop a research agenda, which point to the raciolinguistic ideologies that lie at the core of these deficit perspectives. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01