Creating a Translanguaging Space in a Bilingual Community-Based Writing Program

Autor/inn/en	Abraham, Stephanie; Kedley, Kate; Fall, Madjiguene; Krishnamurthy, Sharada; Tulino, Daniel
Titel	Creating a Translanguaging Space in a Bilingual Community-Based Writing Program
Quelle	In: International Multilingual Research Journal, 15 (2021) 3, S.211-234 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abraham, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1883791
Schlagwörter	Bilingualism; Writing Instruction; Hispanic American Students; Workshops; Code Switching (Language); Native Language; Spanish; Second Language Learning; Second Language Instruction; English (Second Language); Racial Bias; Discourse Analysis; Participatory Research; Multilingualism; Program Descriptions; Literacy; Community Programs; Ethnography; Case Studies; Writing (Composition); Laboratories; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Bilingualismus; Schreibunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lernwerkstatt; Schulung; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Racial discrimination; Rassismus; Diskursanalyse; Forschungstätigkeit; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnografie; Case study; Fallstudie; Case Study; Schreibübung; Laboratory; Laboratorium
Abstract	We, as multilingual teacher-scholars, had lingering questions about what community programs were doing, operating outside of school contexts, to maintain the bilingualism of racialized, Latinx children in Philadelphia and to resist the monolingual ideologies circulating in US society. To answer those questions, we partnered with a bilingual, community-based writing center serving the Latinx community in Philadelphia to offer a set of workshops in hopes of creating a translanguaging space. Using a variety of qualitative research methods, including participatory research and critical/positive discourse analysis, we found that a translanguaging pedagogy created a space where racialized, emergent bilingual children can practice the entirety of their languages and resist the monolingual and racist discourses that circulate in US society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01