Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs

Autor/inn/en	Somerville, Jessica; Faltis, Christian
Titel	Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs
Quelle	In: Theory Into Practice, 58 (2019) 2, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somerville, Jessica) ORCID (Faltis, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1569380
Schlagwörter	Bilingual Education Programs; Code Switching (Language); Spanish; English (Second Language); Second Language Learning; Elementary School Students; Linguistic Theory; Grade 4; Mathematics Instruction; Social Studies; Language Usage; Classroom Communication; Elementary School Teachers; Teaching Methods; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistische Theorie; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Gemeinschaftskunde; Sprachgebrauch; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in a large Midwestern city. We propose that the children's use of dual languaging practices was a tactic shaped by and in response to the TWDL model. We argue that it is important for educators to understand: (a) how the notion of Spanish and English as separate languages in TWDL oversimplifies students' and teachers' actual languaging practices, and (b) how the language distribution model in TWDL schools can shape the languaging tactics and strategies taken up by children and their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01