Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border

Autor/in	Ostorga, Alcione N.
Titel	Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 3, S.69-87 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Language Usage; Spanish; Academic Language; English (Second Language); Second Language Learning; Second Language Instruction; Code Switching (Language); Teaching Methods; Bilingual Teachers; Preservice Teachers; Teacher Education Programs; Kindergarten; Elementary Secondary Education; Language Attitudes; Teacher Certification; Hispanic American Students + Suchen Sie Ihr Suchwort? Sprachgebrauch; Spanisch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This article explores the application of translingual pedagogies within a course on the development of bilingualism for Latinx bilingual teacher candidates (BTCs) in the U.S.-Mexico borderlands. Using a self-study methodology, it examines the application of translanguaging pedagogies for Latinx BTCs, and their evolving language ideologies. The participants were mostly emergent bilinguals (EBs) whose native Spanish language development was negatively impacted by hegemonic educational practices in the local K-12 schools. Therefore, while the first aim of my pedagogical practices was to promote learning of the content of the course, a second aim was to promote the development of academic Spanish language abilities, required for bilingual teacher certification. Findings include how the use of a translingual dialogic teaching approach led to the emergence of: (1) a critical stance with an awareness of bilingualism as an advantageous resource in learning; and (2) the development of initial principles for their future practices that value translanguaging. (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