Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border

Autor/inn/en	Esquinca, Alberto; Araujo, Blanca; de la Piedra, María Teresa
Titel	Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
Quelle	In: Bilingual Research Journal, 37 (2014) 2, S.164-181 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.934970
Schlagwörter	Code Switching (Language); Learning Strategies; Second Language Learning; Bilingual Education Programs; Spanish; English (Second Language); Thinking Skills; Skill Development; Teaching Methods; Elementary School Students; Science Instruction; Scaffolding (Teaching Technique); Ethnography; Sociocultural Patterns; Participant Observation; Interviews; Texas + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ethnografie; Soziokulturelle Theorie; Teilnehmende Beobachtung; Interviewing; Interviewtechnik
Abstract	The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among "transfronterizo" and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students' languages, including translanguaging, is recognized and validated. We illustrate how the teacher, Ms. O, guides students to use strategies and meaning-making tools in both languages to construct meanings of the science content. We also demonstrate how she scaffolds students' language development, develops students' higher-order thinking, and involves all students in constructing understanding. We end with a discussion and suggestions for dual-language teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10