Exploring bilingual pedagogies in dual language preschool classrooms
By Mileidis Gort, R. Pontier. 2013
140 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/1be5d6a87fed6d3242d23d808abfaeda3e9889e1
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging (2015, background): “In our view, this type of dialogue is a necessary first step if we seek to help dual language teachers embrace translanguaging pedagogies (García & Sylvan, 2011; Gort & Pontier, 2013; Palmer et al., 2014) that recognize and build on their students’ everyday bilingualism.”
- Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “When two bilingual teachers work alongside each other in the same classroom within a DLBE context, they must coordinate not only their languaging practices but also their approach to teaching content (Gort & Pontier, 2013).”
- Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse (2015, background): “…that challenge traditional language compartmentalization policies and practices in bilingual education (Baker, 2010; Blackledge & Creese, 2010; Creese & Blackledge, 2010; Durán & Palmer, 2013; Fortune, Tedick, & Walker, 2008; García, 2009; García & Leiva, 2014; Gort, 2012; Gort & Pontier, 2013).”