Re-Examining Teacher Translanguaging: An Ecological Perspective

Autor/in	Allard, Elaine C.
Titel	Re-Examining Teacher Translanguaging: An Ecological Perspective
Quelle	In: Bilingual Research Journal, 40 (2017) 2, S.116-130 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1306597
Schlagwörter	Bilingualism; Code Switching (Language); Teaching Methods; Interpersonal Relationship; Second Language Learning; English (Second Language); Second Language Instruction; Language Usage; Ethnography; Secondary School Teachers; High School Students; Suburban Schools; Science Instruction; Student Attitudes; Teacher Student Relationship; Spanish; Hispanic American Students + Suchen Sie Ihr Suchwort? Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachgebrauch; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Spanisch; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students' participation and access to class content and yet did not achieve the interpersonal and emancipatory ends that have been reported elsewhere. Using an ecological approach, the author investigates this contradiction, mapping how teacher translanguaging fit in with other pedagogies, language policies, ideologies, and interpersonal relationships. The analysis suggests that the pedagogical and interpersonal potential of translanguaging may only be fully realized when connected to other practices in and beyond the classroom that affirm and support bilingualism and bilingual learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01