Using the Translanguaging Space to Facilitate Poetic Representation of Language and Identity

Autor/inn/en	Dutton, Janet; Rushton, Kathleen
Titel	Using the Translanguaging Space to Facilitate Poetic Representation of Language and Identity
Quelle	In: Language Teaching Research, 25 (2021) 1, S.105-133 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dutton, Janet) ORCID (Rushton, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820951215
Schlagwörter	Code Switching (Language); Language Usage; Teaching Methods; Student Diversity; Ethnography; Secondary School Teachers; English Teachers; Second Languages; Poetry; Reading Processes; Writing Processes; Self Concept; Teacher Attitudes; Cultural Background; Foreign Countries; Social Justice; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Second language; Zweitsprache; Lyrik; Poesie; Leseprozess; Selbstkonzept; Lehrerverhalten; Ausland; Soziale Gerechtigkeit; Australien
Abstract	Australian students come from a wide range of linguistic and cultural backgrounds with each context providing unique challenges. Tensions however exist between the intentions to address diversity and the competing influence of a high-stakes context that prioritizes monolingual classroom practices and diminishes teachers' use of engaging pedagogy. Viewed through the lens of socio-spatial theory, these tensions highlight how the ideal of education for diversity is re-shaped by the everyday practices in schools and systems. This can result in monolingual 'firstspace' practices that do little to develop the knowledge of language and culture that is central to students' engagement with learning. This article reports ethnographic research in which secondary subject English teachers challenged routinized monolingual practices and re-imagined their classroom practices. The use of translanguaging and the reading and writing of poetry -- translanguaging poetry pedagogy -- created 'space' to support a dynamic process in which students could use all their linguistic resources to produce identity texts. The use of translanguaging and identity texts disrupts a transmission pedagogy that positions the student as a blank slate. Teachers reported how translanguaging poetry pedagogy moved from a 'thirdspace' practice to a 'what we do' or 'firstspace' practice as they came to see that using students' full language repertoire is a way to return the power of language to their students. The resultant translanguaging space and the symbolic propensity of poetry helped students to develop powerful personal representations and reinforces the need for pedagogies that acknowledge students' diverse backgrounds, and honor the languages and identity of all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01