Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities

By Ofelia García, Claire E. Sylvan. 2011

600 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/28c4c6463ab98974b687f2e14376814feafe590a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Blaine E. Smith
2. M. Pacheco
3. R. A. Martínez
4. E. Macaro
5. Lisa C. Pray
6. Robert T. Jiménez
7. Y. Lo
8. N. Kelly

In Literature and Literary Theory

1. Blaine E. Smith
2. M. Pacheco
3. R. A. Martínez
4. E. Macaro
5. Lisa C. Pray
6. Y. Lo
7. S. Graham
8. Karen E. Roehr

Citations in the corpus

• Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging (2015, background): “She has defined translanguaging as “bilingualism without diglossic functional separation” (García, 2007, p. xiii) and as inclusive of—but not limited to—the practice that linguists have historically called code-switching (García & Sylvan, 2011).”
• Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom (2015, background): “García and Sylvan (2011) posit that these students regularly draw from multiple languages and registers of speech to make sense of their multilingual worlds.”
• Exploring bilingual pedagogies in dual language preschool classrooms (2013, neutral): “…and cognitive resourcefulness of emergent bilinguals and employs methods and practices that utilize and extend these resources to further develop bilingualism and biliteracy (Gutiérrez et al. 2001; Dworin 2003; Arthur and Martin 2006; Michael-Luna and Canagarajah 2008; Garcia and Sylvan 2011).”
• Exploring the role of language in English medium instruction (2020, methodology): “The theories associated with input and interaction in the L2 have been put in the shade by those advocating code-mixing, use of the L1, and translanguaging (Cook 2010; García and Sylvan 2011).”
• Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language (2015, background): “Similar to the translanguaging activities described by García and Sylvan (2011), this allowed them to think about how bilingualism is valuable for comprehension. g248-271-Feb15-RTE.indd 267 2/6/15 5:38 PM Second, we saw that as a result of translating, our participating students focused their…”