Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of…

By Mileidis Gort, Sabrina F. Sembiante. The Complex and Dynamic Languaging Practices of Emergent Bilinguals, 2015

270 citations recorded by the source corpus.

In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting’s language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions between language separation ideology and its practical realization in early bilingual education by co-constructing and enacting flexible bilingual pedagogic practices in support of Spanish-English emergent bilingual children’s participation in language and literary activities and performance of academic discourse. Teachers’ translanguaging practices of code-switching, translation, bilingual recasting, and language brokering drew on children’s linguistic and cultural funds of knowledge, supported experimentation with new language forms, and integrated various languages and language varieties, while recognizing, validating, and expressing their shared bilingual identities.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a6890086348fb0e5cc9b0dbd687a94268d6b027b

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Citations in the corpus

Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “…use an additional language, these relationships are increasingly viewed as potentially advantageous to bilinguals’ overall linguistic development, processing, and communication (Canagarajah, 2011; Creese & Blackledge, 2010; Cummins, 2014; García, 2009; Gort & Sembiante, 2014; Swain & Lapkin, 2013).”
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): “The result, then, although intended to promote an additive space (Lambert, 1974), is one that reifies monoglossic ideologies of bilingualism as “double monolingualism” (Gort & Sembiante, 2015; Heller, 2006).”
A Multilingual Perspective on Translanguaging (2017, unknown): “…a variety of nomenclature have been used to describe language alternation, including translanguaging (Durán & Palmer, 2013; Garcı́a, 2009; Gort, 2015; Gort & Sembiante, 2015; Henderson & Palmer, 2015; Hornberger & Link, 2012; Martin-Beltrán, 2014; Martı́nez, Hikida, & Durán, 2015;…”
Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms (2017, background): “Growing numbers of empirical studies on the use of translanguaging have been conducted in PreK–8 dual-language settings (Durán & Palmer, 2014; Gort & Sembiante, 2015; Martinez, Hikida, & Durán, 2015), afterschool contexts with g55-76-Aug17-RTE.indd 60 7/3/17 3:58 PM bilingual/multilingual K–8…”