Literaturnachweis - Detailanzeige
Autor/in | Parmegiani, Andrea |
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Titel | Translanguaging in a Bilingual Writing Programme: The Mother Tongue as a Resource for Academic Success in a Second Language |
Quelle | In: Language, Culture and Curriculum, 35 (2022) 3, S.290-302 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Parmegiani, Andrea) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0790-8318 |
DOI | 10.1080/07908318.2022.2050742 |
Schlagwörter | Bilingual Education Programs; Writing Instruction; Longitudinal Studies; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Comparative Analysis; Language of Instruction; Academic Language; Community Colleges; Two Year College Students; Academic Achievement; Language Variation; Language Attitudes; Immigrants; Spanish Speaking; Program Descriptions; Communities of Practice; Code Switching (Language); Language Usage; New York (New York) Schreibunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Community college; Community College; Schulleistung; Sprachenvielfalt; Sprachverhalten; Immigrant; Immigrantin; Immigranten; Community; Sprachgebrauch |
Abstract | This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond 'English-only' approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of 'normative English monolingual ideologies' and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language. (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 |