A Layered Account of Translingual Invisible Tongues: Sensory and Multimodal Narratives From the English 101 to the Ph.D. Classroom

Autor/in	Bah Fall, Madjiguene Salma
Titel	A Layered Account of Translingual Invisible Tongues: Sensory and Multimodal Narratives From the English 101 to the Ph.D. Classroom
Quelle	In: Teacher Education Quarterly, 46 (2019) 3, S.10-33 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Personal Narratives; Self Concept; Language Teachers; Literacy Education; Social Bias; Language Attitudes; Linguistic Theory; Second Language Learning; Second Language Instruction; English (Second Language); Bilingual Education; Teacher Education; Power Structure; Teaching Methods; Language Usage; Vignettes; Poetry; Proverbs; Photography; Writing (Composition); Code Switching (Language); Values; Teacher Attitudes; Communities of Practice; Bilingual Teachers; Multilingualism; Cultural Pluralism; Family Relationship; Doctoral Programs; Graduate Students; French; African Languages; Spanish; Semitic Languages; Educational Experience; Equal Education; Teacher Education Programs; New Jersey + Suchen Sie Ihr Suchwort? Erlebniserzählung; Selbstkonzept; Language teacher; Sprachunterricht; Sprachverhalten; Linguistische Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Lyrik; Poesie; Sprichwort; Fotografie; Schreibübung; Wertbegriff; Lehrerverhalten; Community; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Spanisch; Arabisch; Hebräisch; Bildungserfahrung
Abstract	This article features personal narratives that condemn ideologies that work to render invisible the identities of translingual individuals. The author engages members of the language and literacy field, particularly teachers and researchers, in conversations that will not only denounce antiminoritized groups rhetoric but also counter prejudiced standpoints about the validity and appropriateness of their literacies. The author describes and critically analyzes principal contemporary language theories, practices, and pedagogies in the preparation of English as a second language and bilingual education teachers she encountered in her academic journey, as an English teacher and learner. Through autoethnographic and multimodal sensory layered-account methods, she highlights issues of power and linguistic hierarchies entrenched in the language philosophies and pedagogies she experienced, while illustrating how translingual individuals "do" literacy. The author supports her analysis with vignettes, a poem, proverbs, pictures of artifacts, and photographs and defies traditional academic expectations about literacy processes, while exemplifying translinguistic writing. Findings are framed around narratives about bridging ideological beliefs into practical realities in the classroom, personal value systems and dispositions regarding language and literacy, turning critical experiences into meaningful research and practice, and the significance of a likeminded and supportive community of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01