International Journal of Bilingual Education and Bilingualism· 2012Q1
Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens
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- 2012year
Short summary
Multilingual classrooms can foster innovative educational practices by embracing translanguaging and transnational literacies, leveraging students' full communicative repertoires rather than discouraging first language use.
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Key points
- US classrooms face challenges educating English language learners due to standardized testing policies that discourage first language literacy.
- Translanguaging and transnational literacies, which draw on students' full communicative repertoires, are presented as valuable educational practices.
- A 'continua of biliteracy' lens supports recognizing and valuing students' multiple, mobile communicative practices.
- Current policy contexts and school needs create opportunities for innovative programs that leverage students' diverse literacies.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as ‘English language learners,’ in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicative repertoires encompass translanguaging practices. Drawing on the critical sociolinguistics of globalization and on ethnographic data from US and international educational contexts, we argue via a continua of biliteracy lens that the welcoming of translanguaging and transnational literacies in classrooms is not only necessary but desirable educational practice. We suggest that Obama's current policies on the one hand and our schools' glaring needs on the other offer new spaces to be exploited for innovative programs, curricula, and practices that recognize, value, and build on the multiple, mobile communicative repertoires and translanguaging/transnational literacy practices of students and their families.
The authors' abstract, as published at the source. International Journal of Bilingual Education and Bilingualism, 2012 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences