| 1 |
Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Mehrsprachigkeit und Translanguaging in Migrationsstudien: einige methodologische Überlegungen ; Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
|
|
|
|
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 23 Nr. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 No. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 Núm. 1 (2022) ; 1438-5627 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
|
|
|
|
In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 70 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
|
|
|
|
In: SoTL Commons Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
|
|
|
|
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 23 ; 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro ; Translanguaging pedagogy and task design in the Brazilian student's integral education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Multilingua Journal of Cross-Cultural and Interlanguage Communication
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
CLIL practices in higher education: Exploring translanguaging phenomena in the content classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Enabling mathematical discourse for English learners during secondary mathematics lessons
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Translating translanguaging into our classrooms: Possibilities and challenges
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
|
|
Lang, Nora W. - : eScholarship, University of California, 2021
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
|
|
|
|
Abstract:
The recent theoretical debate over the role of translanguaging in dual language programs can be described as moving from prohibition to promotion. Indeed, many researchers, theorists, and educators are now encouraging translanguaging. At the center of the debate are teachers and their beliefs, which some argue influence their practice. Teachers’ beliefs and practices are also determinant of what happens in the classroom and directly influences student learning. This study explored teacher beliefs and responses to translanguaging in dual language elementary mathematics classrooms, as well as the functions that the translanguaging served. The study design aimed to reduce inconsistencies between beliefs and practices in previous studies and broaden understanding of translanguaging in less-studied contexts. Each chapter is written as a separate paper, which approaches these topics from different perspectives. The first paper explored 14 elementary dual language teachers’ beliefs and responses to students’ translanguaging. The findings show that the teachers held principally permissive beliefs and uniformly permitted translanguaging. The results suggest a reappraisal of the practices and purposes of translanguaging, especially as they relate to teacher beliefs. The second paper sought to understand 14 dual language elementary teachers’ beliefs and practices of their own translanguaging. It explored the functions it served and the alignment between their beliefs and practice. The findings indicate that while teachers’ beliefs primarily recognize the academic functions of translanguaging, their practice is primarily for social functions. This suggests a necessary reevaluation of the purposes of translanguaging and the associated pedagogical and research implications. The third paper explores how translanguaging rates vary as a function of language of instruction, student language proficiency, location and translanguaging function. It analyzes the translanguaging practices of students and teachers in 32 elementary Spanish-English dual language mathematics classrooms in Texas and California. The findings challenge previous research regarding teachers’ response to translanguaging in dual language programs and the relationship between language proficiency and translanguaging. They also support previous research regarding translanguaging demonstrating an awareness of the linguistic capital and symbolic power that the language of power bestows and contextual patterns of translanguaging. The findings indicate that further research is required, and teacher education and dual language programs need to approach translanguaging from a new perspective.
|
|
Keyword:
Bilingual education; Dual Language Education; Education; Mathematics Education; Teacher Beliefs; Translanguaging
|
|
URL: https://escholarship.org/uc/item/2pw2w476
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
Decolonial Vitalities: Kodiak Alutiiq Language Revitalization as Cultural Reclamation
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
