Exploring the Role of Translanguaging in Linguistic Ideological and Attitudinal Reconfigurations in the Spanish Classroom for Heritage Speakers

Autor/in	Prada, Josh
Titel	Exploring the Role of Translanguaging in Linguistic Ideological and Attitudinal Reconfigurations in the Spanish Classroom for Heritage Speakers
Quelle	In: Classroom Discourse, 10 (2019) 3-4, S.306-322 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prada, Josh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1628793
Schlagwörter	Spanish; Language Attitudes; Code Switching (Language); Language Usage; Second Language Learning; Ethnography; Classroom Communication; Teaching Methods; Academic Language; College Students; Heritage Education; Native Language Instruction; Second Language Instruction; Student Attitudes; Attitude Change; Sociolinguistics; Correlation + Suchen Sie Ihr Suchwort? Spanisch; Sprachverhalten; Sprachgebrauch; Zweitsprachenerwerb; Ethnografie; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Collegestudent; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Schülerverhalten; Attitudinal change; Einstellungsänderung; Soziolinguistik; Korrelation
Abstract	The present study explores how translanguaging serves as vehicle to (help) re-configure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Specifically, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of flexible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01