"Where the True Power Resides": Student Translanguaging and Supportive Teacher Dispositions

Autor/in	Poza, Luis E.
Titel	"Where the True Power Resides": Student Translanguaging and Supportive Teacher Dispositions
Quelle	In: Bilingual Research Journal, 42 (2019) 4, S.408-431 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poza, Luis E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1682717
Schlagwörter	Code Switching (Language); Language Usage; Classroom Communication; Audio Equipment; Bilingualism; Second Language Learning; Teaching Methods; Race; Social Class; Ethnography; Grade 5; Immersion Programs; Elementary School Students; Spanish; English (Second Language); Native Language; Teacher Attitudes; Discourse Analysis; Teacher Student Relationship; Elementary School Teachers; California + Suchen Sie Ihr Suchwort? Sprachgebrauch; Klassengespräch; Audio-CD; Bilingualismus; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Social classes; Soziale Klasse; Ethnografie; School year 05; 5. Schuljahr; Schuljahr 05; Immersionsprogramm; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Scholarship suggests that bilingual students' translanguaging skills -- their multilingual and multimodal communicative competencies -- should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them. Nevertheless, much of the scholarship in this area considers students' language practices in unmonitored classroom moments, often in violation of curriculum language expectations for monolingual usage. This qualitative study draws upon 1 year of ethnographic observation and field notes, audio-recorded classroom interactions, and semi-structured interviews in a 5th grade dual immersion (DI) classroom to examine one teacher's deliberate allowances for translanguaging despite administrative language separation requirements and the ambivalence they produced, and students' subsequent meaning-making processes in class. This work highlights the particular dispositions and curriculum arrangements that teachers can rely upon to create a dynamic bilingual environment for students and offers insights into how teachers of emergent bilingual students should be prepared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01