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Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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An Improved Method for Online Teacher Training Courses for Bilingual Education Based on Cyber-Physical Systems
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In: Applied Sciences; Volume 12; Issue 5; Pages: 2346 (2022)
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Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 5 |
Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
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| 6 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 7 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 8 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 10 |
Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
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| 12 |
Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen
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BLLDB
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UB Frankfurt Linguistik
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| 13 |
The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
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In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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| 14 |
La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
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In: World Languages and Cultures (2021)
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| 15 |
A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 16 |
An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
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| 17 |
Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.
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| 18 |
Témoignages professionnels d’une alternative pédagogique d’éducation bilingue : 2LPE, p.17-29
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In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03226575 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, « Enseignement et apprentissage des Langues des Signes : perspectives historiques, sociales et linguistiques » ; https://www.aplv-languesmodernes.org/spip.php?article8578 (2021)
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| 19 |
Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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| 20 |
Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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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.
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Keyword:
Bilingual education; Dual Language Education; Education; Mathematics Education; Teacher Beliefs; Translanguaging
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URL: https://escholarship.org/uc/item/2pw2w476
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