Taking the Leap: Supporting Multilingual Writers through Translanguaging

Autor/inn/en	Gonzales, Grace Cornell; Machado, Emily
Titel	Taking the Leap: Supporting Multilingual Writers through Translanguaging
Quelle	In: Reading Teacher, 75 (2022) 6, S.685-692 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzales, Grace Cornell) ORCID (Machado, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2097
Schlagwörter	Multilingualism; Code Switching (Language); English (Second Language); Second Language Learning; Teaching Methods; Self Concept; Writing Instruction; Bilingualism; Methods Courses; Writing (Composition); Language Usage; Native Language; English Language Learners; Preservice Teachers; Teacher Education Programs + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Schreibunterricht; Bilingualismus; Methodisch-didaktische Anleitung; Schreibübung; Sprachgebrauch
Abstract	Translanguaging pedagogies support student writers in expressing themselves using their full language repertoires, writing for authentic audiences, and connecting to their identities. However, many teachers, particularly those who identify as "monolingual" and teach in English-medium classrooms, may not know how to introduce translanguaging into their writing instruction. This study explores how three pre-service teachers enrolled in a writing methods course enacted translanguaging pedagogies in their English-medium student teaching classrooms. Drawing on case study methods, this article highlights entry points to translanguaging pedagogies in writing instruction, suggesting that teachers can foster translanguaging by crafting invitations to compose bilingually, choosing topics and genres intentionally, using strategic supports, and pushing themselves to step beyond their comfort zones. Ultimately, this article argues that all teachers of writing can begin to invite their students' languages into their writing classrooms, creating spaces where children draw on their full language repertoires as they make and express meaning. (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