Modern Language Journal· 2014Q1
Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom
- 378citations
- Q1SCImago
- 2014year
Short summary
Two experienced bilingual teachers in Texas demonstrated translanguaging strategies, using students' full linguistic repertoires as an academic resource, challenging the dominant strict language separation policy in dual language education.
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Key points
- Dual language classrooms often enforce strict language separation for academic instruction.
- Two experienced teachers in Texas utilized translanguaging strategies, integrating students' full linguistic repertoires.
- Identified strategies include modeling bilingualism, positioning students as bilingual, and celebrating language crossing.
- These practices leverage students' linguistic diversity as a resource for academic learning and foster bilingual identities.
AI-generated from the title and abstract; the full text is not read.
Abstract
The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two‐way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre‐kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.
The authors' abstract, as published at the source. Modern Language Journal, 2014 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences