Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling

Autor/inn/en	Salmerón, Cori; Batista-Morales, Nathaly; Valenzuela, Angela
Titel	Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 3, S.30-46 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Teaching Methods; Code Switching (Language); Language Usage; Second Language Learning; English (Second Language); Multilingualism; Preservice Teachers; Teacher Education Programs; Literacy; Bilingualism; Caring; Teacher Student Relationship; Language Attitudes; Grade 4; Elementary School Students; Politics of Education; Spanish; Hispanic American Students; Language Variation; Mexican Americans + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Educational policy; Bildungspolitik; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sprachenvielfalt
Abstract	This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic carin~o (composed of intellectual, familial, and critical carin~o). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic carin~o. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical carin~o. We conclude with a call for teacher educators to consider enacting authentic carin~o and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic carin~o can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: https://amaejournal.utsa.edu/index.php/AMAE/HOME
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01