“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
By Melinda Martin‐Beltrán. The Complex and Dynamic Languaging Practices of Emergent Bilinguals, 2014
171 citations recorded by the source corpus.
This study investigated how students learning English and students learning Spanish activated multilingual repertoires as they participated in one high school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Grounded in sociocultural theory, we examined how students drew upon Spanish, English, and translanguaging as cultural and cognitive tools to mediate learning in a Third Space. Data collection included participant observations in 40 sessions, student writing, interviews, and audio/video recordings of peer interactions as they engaged in composing and revising of text together. Using interactional ethnography and microgenetic analysis, we analyzed mediation of learning opportunities across and between languages and found evidence of students co-constructing knowledge and expanding multilingual repertoires. Findings contribute to second language acquisition research by revealing fluid and reciprocal affordances for language learning during interactions among linguistically diverse peers as they draw upon translanguaging practices. By shedding light on an alternative educational context that mobilizes young people’s diverse funds of knowledge, the findings have implications for educational practices that support equity for culturally and linguistically diverse students.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/f7e60ff4bc759ee446f6880aefdc843606f3347e
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Citations in the corpus
- The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “As Canagarajah (2011) notes in his work on one college student’s evolving literacy autobiography throughout a course and Martin-Beltrán (2014) describes in her study of collaborative writing and peer-revising among multilingual youth, providing students with the freedom and encouragement to…”
- A Multilingual Perspective on Translanguaging (2017, background): “In recent studies of language alternation in classrooms, researchers have examined the way students use their two languages in combination to support bilingual acquisition in small group activities (Martin-Beltrán, 2014), teachers’ dynamic and interactive use of two lan-”