Teachers' Translanguaging Practices and "Safe Spaces" for Adolescent Newcomers: Toward Alternative Visions

Autor/in	Lang, Nora W.
Titel	Teachers' Translanguaging Practices and "Safe Spaces" for Adolescent Newcomers: Toward Alternative Visions
Quelle	In: Bilingual Research Journal, 42 (2019) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lang, Nora W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1561550
Schlagwörter	Immigrants; English (Second Language); Second Language Learning; Code Switching (Language); High School Students; Safety; Second Language Instruction; Literacy; Spanish; Native Language Instruction; Program Design; Teacher Education; Anxiety; Communication (Thought Transfer); Literacy Education; Bilingualism; Self Contained Classrooms; Educational Strategies; Language Usage; Teacher Student Relationship; Program Descriptions; Academic Standards; Access to Education; Peer Relationship; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sicherheit; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; Native language education; Muttersprachlicher Unterricht; Programme design; Programmaufbau; Programmplanung; Lehrerausbildung; Lehrerbildung; Angst; Communication; thought; Kommunikation; Gedanke; Bilingualismus; Lehrstrategie; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Peer-Beziehungen; Kalifornien
Abstract	This study investigated structural features of a newcomer program housed within a comprehensive high school and language practices among newcomer students and their teachers. Findings indicate efforts to provide newcomer students with "safe spaces," opportunities for language and literacy development in English and Spanish, and access to rigorous content. Structural features of the program paired with one teacher's translanguaging practices, however, resulted in the prioritization of safe spaces, conceptualized as a physically separate classroom that sought to minimize language anxiety. Ultimately, by interpreting translanguaging as a way to avoid discomfort rather than to leverage newcomers' dynamic bilingualism, this particular conceptualization of safe space afforded limited opportunities for the development of English language and literacy practices. Findings include implications for the design of newcomer programs and teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01