Negotiating Word Meanings and Identities in a Translanguaging Space

Autor/in	OssaParra, Marcela
Titel	Negotiating Word Meanings and Identities in a Translanguaging Space
Quelle	In: Journal of Language and Literacy Education, 19 (2023) 1, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Concept; Code Switching (Language); Teaching Methods; Vocabulary Development; Grade 3; Bilingual Students; Elementary School Students; Language Usage; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Colonialism; Discourse Analysis; Classroom Communication; Spanish; Linguistic Theory; Student Characteristics; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; School year 03; 3. Schuljahr; Schuljahr 03; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kolonialismus; Diskursanalyse; Klassengespräch; Spanisch; Linguistische Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection, classroom discourse analysis, and positioning theory to unpack the assumptions that guided my approach to translanguaging pedagogy in these lessons. In addition, I investigate the relationship between vocabulary learning and identity development by examining how the students and myself, as their teacher, positioned ourselves and the other participants in relation to the target words and how the interactions during these lessons expanded or constrained opportunities for identity development. The findings of this study show that the language fluidity in these lessons gave students the confidence to share experiences, raise questions, and contribute their perspectives. However, the vocabulary instruction activities overlooked the complexity of the concepts taught and missed significant opportunities for enhancing students' identity development. Moreover, these missed opportunities were related to my own colonial understandings of identity. These results suggest implications for teacher professional development and vocabulary instruction from a translanguaging perspective. (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