The Translanguaging School

Autor/inn/en	Hernandez Garcia, Mina; Schleppegrell, Mary J.; Sobh, Hasna; Monte-Sano, Chauncey
Titel	The Translanguaging School
Quelle	In: Phi Delta Kappan, 105 (2023) 2, S.8-12 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217231205934
Schlagwörter	Code Switching (Language); Second Language Learning; Second Language Instruction; Native Language; Bilingualism; Teaching Methods; Language Usage; School Community Relationship; Social Studies; Active Learning; Inquiry; Teacher Attitudes; Student Attitudes; Classroom Communication; Middle School Teachers + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Gemeinschaftskunde; Aktives Lernen; Lehrerverhalten; Schülerverhalten; Klassengespräch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	Translanguaging supports emergent bilingual students to draw on languages they bring to the classroom to learn, even as they develop English. This practice also supports schools to develop stronger partnerships with students' communities. Mina Hernandez Garcia, Mary J. Schleppegrell, Hasna Sobh, and Chauncey Monte-Sano report on a researcher-teacher collaboration that studied translanguaging and how it enabled students to demonstrate their knowledge while engaging in inquiry in social studies. Interviews with the teacher and students and episodes of classroom interaction exemplify how students participated and shared their perspectives. They suggest how schools, teachers, and community members can create a translanguaging school that supports students' learning and futures as bilingual citizens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01