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Author: Mileidis Gort
Publisher: Routledge
ISBN: 1351718185
Category : Language Arts & Disciplines
Languages : en
Pages : 213
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Book Description
This expanded edition of the International Multilingual Research Journal’s recent special issue on translanguaging — or the dynamic, normative languaging practices of bilinguals — presents a powerful, comprehensive volume on current scholarship on this topic. Translanguaging can be understood from multiple perspectives. From a sociolinguistic point of view, it describes the flexible language practices of bilingual communities. From a pedagogical one, it describes strategic and complementary approaches to teaching and learning through which teachers build bridges between the everyday language practices of bilinguals and the language practices and performances desired in formal school settings. The Complex and Dynamic Language Practices of Emergent Bilinguals explores the pedagogical possibilities and challenges of translanguaging practice and pedagogy across a variety of U.S. educational programs that serve language-minoritized, emergent bilingual children and illustrates the affordances of dynamic, multilingual learning contexts in expanding emergent bilingual children’s linguistic repertoires and supporting their participation in formalized, school-based language performances that socialize them into the discourses of schooling. Taken together, the chapters in this volume examine the dynamic interactions and complex language ideologies of bilinguals—including pre- and in-service teachers, preK-12 students, and other members of multilingual and multidialectal sociolinguistic communities throughout the United States—as they language fluidly and flexibly and challenge the marginalization of these normative bilingual practices in academic settings and beyond. The articles in this book were originally published in the International Multilingual Research Journal.
Author: Mileidis Gort
Publisher: Routledge
ISBN: 1351718185
Category : Language Arts & Disciplines
Languages : en
Pages : 213
Get Book
Book Description
This expanded edition of the International Multilingual Research Journal’s recent special issue on translanguaging — or the dynamic, normative languaging practices of bilinguals — presents a powerful, comprehensive volume on current scholarship on this topic. Translanguaging can be understood from multiple perspectives. From a sociolinguistic point of view, it describes the flexible language practices of bilingual communities. From a pedagogical one, it describes strategic and complementary approaches to teaching and learning through which teachers build bridges between the everyday language practices of bilinguals and the language practices and performances desired in formal school settings. The Complex and Dynamic Language Practices of Emergent Bilinguals explores the pedagogical possibilities and challenges of translanguaging practice and pedagogy across a variety of U.S. educational programs that serve language-minoritized, emergent bilingual children and illustrates the affordances of dynamic, multilingual learning contexts in expanding emergent bilingual children’s linguistic repertoires and supporting their participation in formalized, school-based language performances that socialize them into the discourses of schooling. Taken together, the chapters in this volume examine the dynamic interactions and complex language ideologies of bilinguals—including pre- and in-service teachers, preK-12 students, and other members of multilingual and multidialectal sociolinguistic communities throughout the United States—as they language fluidly and flexibly and challenge the marginalization of these normative bilingual practices in academic settings and beyond. The articles in this book were originally published in the International Multilingual Research Journal.
Author: Ofelia Garcia
Publisher: Teachers College Press
ISBN: 080775885X
Category : Education
Languages : en
Pages : 257
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Book Description
This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.
Author: City University of New York-New York State Initiative on Emergent Bilinguals
Publisher: Routledge
ISBN: 1000216667
Category : Education
Languages : en
Pages : 310
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Book Description
A critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project’s positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researchers, scholars, and students in TESOL and bilingual education, as well as educators working with language minoritized students.
Author: Ofelia García
Publisher: Teachers College Press
ISBN: 0807751138
Category : Education
Languages : en
Pages : 193
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Book Description
This comprehensive and insightful book shows how present educational policies and practices to educate language minority students in the United States ignore an essential characteristictheir emergent bilingualism. Expanding on a popular report supported by the Campaign for Educational Equity (Teachers College), this accessible guide compiles the most up-to-date research findings to demonstrate how ignoring childrens bilingualism perpetuates inequities in their schooling. What makes this book truly useful is that it offers a thorough description of alternative practices that would transform our schools and students futures, such as building on students home languages and literacy practices in schools, curricular and pedagogical innovations, new approaches to parent and community engagement, and adoptive assessment tools.
Author: Jasone Cenoz
Publisher: Cambridge University Press
ISBN: 1009033794
Category : Language Arts & Disciplines
Languages : en
Pages : 116
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Book Description
Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.
Author: Sunny Man Chu Lau
Publisher: Springer Nature
ISBN: 3030369838
Category : Education
Languages : en
Pages : 338
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Book Description
This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts. The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.
Author: Julie Choi
Publisher: Routledge
ISBN: 1315392445
Category : Foreign Language Study
Languages : en
Pages : 245
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Book Description
Assembling a rich and diverse range of research studies on the role of plurilingualism across a wide variety of teaching and learning settings, this book supports teacher reflection and action in practical ways and illustrates how researchers tease out and analyze the complex realities of their educational environments. With a focus on education policies, teaching practices, training, and resourcing, this volume addresses a range of mainstream and specialized contexts and examines the position of learners and teachers as users of plurilingual repertoires. Providing a close look into the possibilities and constraints of plurilingual education, this book helps researchers and educators clarify and strengthen their understandings of the links between language and literacy and offers them new ways to think more rigorously and critically about the language ideologies that shape their own beliefs and approaches in language teaching and learning.
Author: Everest Media,
Publisher: Everest Media LLC
ISBN:
Category : Education
Languages : en
Pages : 47
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Book Description
Please note: This is a companion version & not the original book. Sample Book Insights: #1 English learners are students who speak a language other than English and are acquiring English in school. They are often misclassified as English language learners, but the official definition is of students who are ages 3–21, enrolled in elementary or secondary education, born outside of the United States or speaking a language other than English in their homes, and not having sufficient mastery of English to meet state standards and excel in an English-language classroom. A second misunderstood issue is the use of a single standardized test to evaluate student performance. It is one thing for states to report test scores, but it is quite another for the federal government to use those scores to make decisions about the entire country. There are now a number of studies that have compared outcomes for students in different states that use the same test (see Chapter 5). The differences in scores can be quite large. In 2016, the U. S. Department of Education published an article showing that although states were improving at different rates, their students were improving at roughly similar rates on the National Assessment of Educational Progress (U. Department of Education, 2016b). -> The most misunderstood issue in prekindergarten to 12th-grade education today is how to educate students who are not proficient in English. #2 English learners are students who speak a language other than English and are acquiring English in school. They are often misclassified as English language learners, but the official definition is of students who are ages 3–21, enrolled in elementary or secondary education, born outside of the United States, and not having sufficient mastery of English to meet state standards and excel in an English-language classroom. #3 The most misunderstood term in K-12 education today is English learner. The term English learner focuses on the students’ limitations rather than their potential. The terms CLD and LM students can also include culturally and linguistically different minority students who are already bilingual. #4 The most misunderstood term in K-12 education today is English learner, which refers to students’ limitations rather than their potential. The term emergent bilingual is more accurate in describing the type of student we are trying to help.
Author: Rani Rubdy
Publisher: Multilingual Matters
ISBN: 1783090855
Category : Language Arts & Disciplines
Languages : en
Pages : 340
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Book Description
The chapters in this volume seek to bring hybrid language practices to the center of discussions about English as a global language. They demonstrate how local linguistic resources and practices are involved in the refashioning of identities in a variety of cross-cultural and geographical contexts, and illustrate hybridity as an enactment of resistance and creativity. Drawing on a variety of disciplines and ideological perspectives, the authors use contexts as diverse as social media, Bollywood films, workplaces and kindergartens to explore the ways in which English has become a part of localities and social relations in ways that are of significant sociolinguistic interest in understanding the dynamics of mobile cultures and transcultural flows.
Author: Zhongfeng Tian
Publisher: Springer Nature
ISBN: 3030470318
Category : Education
Languages : en
Pages : 383
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Book Description
To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.
