Scaffolding to Make Translanguaging a Classroom Norm

Autor/inn/en	Daniel, Shannon M.; Jiménez, Robert T.; Pray, Lisa; Pacheco, Mark B.
Titel	Scaffolding to Make Translanguaging a Classroom Norm
Quelle	In: TESOL Journal, 10 (2019) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.361
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Teachers; Researchers; Teaching Methods; Learning Activities; Partnerships in Education; Language Usage; Language of Instruction; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Hochschulpartnerschaft; Sprachgebrauch; Teaching language; Unterrichtssprache
Abstract	To optimize translanguaging pedagogies, particularly in English-only environments, teachers need to scaffold translanguaging activities and help students recognize that translanguaging can benefit their learning in school. Consistent and well-designed scaffolding can help classroom communities view translanguaging as a norm. In this article, the authors offer this argument along with some examples of how elementary teachers designed and implemented scaffolding for translanguaging as part of a teacher-researcher partnership. Scaffolding examples are shared with the hopes of connecting research to everyday instruction and expanding the dialogue regarding how teachers can support students in leveraging their languages other than English in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01