Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular

Autor/in	Sayer, Peter
Titel	Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 47 (2013) 1, S.63-88 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.53
Schlagwörter	Ethnography; Bilingual Teachers; Bilingual Students; Bilingual Education; Bilingualism; Mexican Americans; Sociolinguistics; Language Variation; Language Usage; Second Language Learning; English (Second Language); Spanish; Code Switching (Language); Language Role; Elementary School Students; Grade 2; Educational Strategies; Teaching Methods; Teaching Styles; Classroom Communication; Discourse Analysis; Politics of Education; Mexico; Texas + Suchen Sie Ihr Suchwort? Ethnografie; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Hispanoamerikaner; Soziolinguistik; Sprachenvielfalt; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; School year 02; 2. Schuljahr; Schuljahr 02; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Klassengespräch; Diskursanalyse; Educational policy; Bildungspolitik; Mexiko
Abstract	This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom in a transitional bilingual education program in a well-established Mexican American community in San Antonio, Texas. The data suggest that the participants move fluidly between not just Spanish and English, but also the standard and vernacular varieties, a movement that is called "translanguaging" (O. Garcia, 2009). Translanguaging through TexMex enables the teacher and students to create discursive spaces that allow them to engage with the social meanings in school from their position as bilingual Latinos. The teacher's adoption of a flexible bilingual pedagogy (Creese & Blackledge, 2010) allows for translanguaging in the classroom not only as a way of making sense of content and learning language, but also as a legitimized means of performing desired identities. (Contains 2 figures and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10