What Can Translation Do? Language, Power, and Identity in an Elementary Classroom

Autor/in	Fishman, Eric
Titel	What Can Translation Do? Language, Power, and Identity in an Elementary Classroom
Quelle	In: Journal of Language and Literacy Education, 17 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Translation; Elementary School Students; Second Language Learning; English (Second Language); Classroom Communication; Poetry; Action Research; Grade 3; Grade 4; Multilingualism; Monolingualism; Native Language; Family Relationship; Interviews; Student Attitudes; Teaching Methods; Self Concept; Bilingualism; Critical Literacy; American Indian History; Residential Schools; American Indian Languages; Acculturation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Lyrik; Poesie; Projektforschung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mehrsprachigkeit; Multilingualismus; Interviewing; Interviewtechnik; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Bilingualismus; Kritisches Lesen; Heimschule; Akkulturation
Abstract	What purposes might literary translation serve in the K-12 classroom? In this article, I use practitioner research to explore a heritage language poetry translation project I taught with third and fourth grade multi- and monolingual students in a suburban independent school. Students interviewed family members about their heritage languages, worked with family and community members to choose and analyze a poem in their heritage language, and developed three interpretive translations of the poem in English. Drawing on classroom observations, student and family reflections, and a range of scholarly and critical perspectives, I describe three purposes for teaching literary translation. Translation can disrupt hegemonies of texts, languages, and identities; develop multilingual students' critical bilingualism; and work toward "critical monolingualism" for students who do not (yet) speak a language other than English. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01