Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

Autor/in	Martínez-Roldán, Carmen María
Titel	Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions
Quelle	In: International Multilingual Research Journal, 9 (2015) 1, S.43-58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.982442
Schlagwörter	Code Switching (Language); After School Programs; Spanish; English (Second Language); Second Language Learning; Language Usage; Language Minorities; Educational Policy; Bilingual Education; Educational History; Learning Theories; Sociolinguistics; Teacher Education; Hispanic American Students; Qualitative Research; Ethnography; Language Role; Elementary School Students; Elementary School Teachers; Participant Observation + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Sprachminderheit; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; History of education; Bildungsgeschichte; Learning theory; Lerntheorie; Soziolinguistik; Lehrerausbildung; Lehrerbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teilnehmende Beobachtung
Abstract	This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged during the program, as they related to the participants' language use. Results indicate that participants' translanguaging practices inadvertently reinforced the hegemony of English, which made English, and concerns regarding testing, the object of the activity for many of the TCs. The author suggests that this tension reflects larger historical contradictions in U.S. schooling for language-minoritized children. Accordingly, she cautions about the use of flexible language policies in bilingual education, which could be used to either stabilize or transgress language hierarchies and inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01