Teaching 'Register Overlap:' A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning

Autor/inn/en	Phillips Galloway, Emily; Meston, Heather M.; Aguilar, Gladys
Titel	Teaching 'Register Overlap:' A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 2, S.813-826 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips Galloway, Emily) ORCID (Meston, Heather M.) ORCID (Aguilar, Gladys)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3091
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Bilingualism; Reading Comprehension; Spanish; Teaching Methods; Multilingualism; Metalinguistics; Correlation; Bilingual Education Programs; Language Patterns; Language Variation; Academic Language; Transfer of Training + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Leseverstehen; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Korrelation; Sprachmodell; Sprachstruktur; Sprachenvielfalt; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Training; Transfer; Ausbildung
Abstract	Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual-language learners' English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative expectations and linguistic patterns--or "register overlaps"--across Spanish and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English "metalanguages"--or language to talk about language--to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students' awareness of the linguistic resources available to them for comprehending academic texts and support them in developing "critical metalinguistic awareness," or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students' observations about the language of school in order to increase linguistic flexibility, awareness, and criticality. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01