Translingual Communities: Teaching and Learning Where You Don't Know the Language

Autor/in	Kimball, Elizabeth
Titel	Translingual Communities: Teaching and Learning Where You Don't Know the Language
Quelle	In: Community Literacy Journal, 9 (2015) 2, S.68-82 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-9734
Schlagwörter	Decision Making; College Faculty; Student Attitudes; Literacy; Community Programs; Language Attitudes; Sociolinguistics; Multilingualism; Teaching Methods; Teacher Attitudes; Partnerships in Education; Hispanic Americans; Adult Literacy; Reflective Teaching; Communication Strategies; Monolingualism; English; Undergraduate Students; Barriers; English (Second Language); Second Language Learning; Bilingualism; Language Usage; Spanish; Interviews; Program Descriptions + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Fakultät; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachverhalten; Soziolinguistik; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Hochschulpartnerschaft; Hispanic; Hispanoamerikaner; Kommunikationsstrategie; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Sprachgebrauch; Spanisch; Interviewing; Interviewtechnik
Abstract	In fields such as sociolinguistics and composition and rhetoric, communication is increasingly understood as translingual, that is, as negotiated socially across languages. Those of us engaged in community literacy can and should recognize the deeply multilingual nature of the communities in which we work, and we should understand, embrace, and forward the translingual approach. Here I reflect on my first conscious attempt to teach translingually in a college course with a community-based learning component. I present an overview of the translingual orientation, reflect on the decisions I made as I prepared a college community-based learning course with translingual intentions but not overt translingual objectives, and examine some the students' reflections that reveal their language attitudes at the end of the course. I argue that small, intentional decisions made towards a broader translingual orientation towards language and literacy make an immediate difference in how students think about language, and that those engaged in community literacy partnerships are in need of a theory of communication that the translingual approach can provide. (As Provided).
Anmerkungen	Community Literacy Journal. Department of Writing, Rhetoric, & Discourse, DePaul University, 802 West Belden Avenue, Chicago, IL 60614. Tel: 906-370-0206; Web site: http://communityliteracy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01