A Bakhtinian take on languaging in a dual language immersion classroom

King, Nicole; Ridley, Jackie

doi:10.1016/j.system.2018.10.008

Cited by 5 publications

(7 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The flexible and creative employment of multiple linguistic resources which transcends the boundaries of named languages has been investigated in naturalistic interactions (Creese & Blackledge, 2019;Li & Zhu, 2020), including Internet spaces (Li & Zhu, 2019), as well as pedagogical contexts, both of which involve the communicative challenges and opportunities to which translanguaging responds. Particular attention has been paid to pedagogical translanguaging, in the hope of exploring the possibilities of increasing understanding and improving learning effectiveness by drawing on both teachers' and students' whole linguistic repertoires (Cohen, 2015;Creese & Blackledge, 2015;King & Ridley, 2018;Leonet et al, 2017;Lin & Lo, 2017;Mazak & Herbas-Donoso, 2015;Wang, 2019a;2019b, to name a few). Recently the concept of translanguaging practice has been further broadened by transcending interlocutors' linguistic competence to take into account their diverse semiotic repertoires, including body language and visual aids.…”

Section: Literature Reviewmentioning

confidence: 99%

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

Zhou

Mann

2021

10.14746/ssllt

View full text Add to dashboard Cite

Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

Zhou

Mann

2021

10.14746/ssllt

View full text Add to dashboard Cite

show abstract

“…While in naturalistic contexts emphasis is often placed on the flexible and creative employment of one's whole linguistic resources among bilingual communities in public domains [18,22], including in Internet spaces [23], translanguaging in educational settings poses different communicative challenges and opportunities. Attention is mainly paid to the exploration of the possibilities of enhancing comprehension and increasing learning effectiveness by actively mobilizing both the teachers' and students' full linguistic repertoires [24][25][26].…”

Section: Pedagogical Translanguagingmentioning

confidence: 99%

Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

Zhou

Gao

2021

Sustainability

View full text Add to dashboard Cite

Pedagogical translanguaging has emerged as an important strategy facilitating the sustainable use of English as a Medium of Instruction (EMI) in educational settings. This mixed-method study, conducted in an EMI finance classroom at an international school in Shanghai, China, investigates the translanguaging practices of students in classroom interactions as well as their attitudes toward translanguaging as a communicative and pedagogical strategy. Drawing on video-assisted classroom observations and semistructured interviews, this study reveals that the participants’ translanguaging practices are motivated by ease of communication, facilitated by contextual resources, and reflect their strategic maneuvering of the linguistic resources in their repertoires. The data also suggest that the participants are generally positive about translanguaging as an aid in comprehension and for the enhancement of content learning. Some participants, however, expressed reservations about the acceptance of translanguaging as a standard, formal linguistic choice. The findings suggest that EMI teachers should recognize the linguistic resources of students in their entirety and incorporate them into classroom activities to promote biliteracy and the learning of academic content.

show abstract

“…In centering teachers' voices, our article contributes to the literature on the contextualized nature of teaching and teacher advocacy in community education settings (e.g., Haneda & Alexander, 2015;Haneda & Sherman, 2016Linville, 2020;Ridley et al, 2019). The findings we present provide insights into not only the benefits of the after-school setting, but some of the drawbacks as well.…”

Section: Luke: Caring For Students and Caring For Staffmentioning

confidence: 79%

“…4.1.3 | Bringing our lenses together Together, we share a dedication to asset-based and culturally sustaining practices when it comes to working with linguistically diverse students. Having been classroom teachers, we are also committed to generating and distributing work that grapples with the complexities of the day-today realities teachers face in their classrooms and to exploring the discursive choices of teachers who embed a sense of peace and belonging in daily instruction (e.g., King & Ridley, 2019). Rather than perpetuating narratives about "bad teachers," we seek to interrogate the systems that surround (and oppress) teachers and students, as well as the successes teachers experience amidst their struggles.…”

Section: Researcher Positionalitymentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at anESLafter‐school program

Ridley

King

2023

TESOL Journal

Self Cite

View full text Add to dashboard Cite

While the importance of advocacy in TESOL has received greater attention in recent scholarship, less research has explored how English language teachers make meaning for their work as educators and advocates by acting within and beyond their official roles and responsibilities. This article explores how teachers in an after‐school program supported refugee and immigrant students and their families. The researchers ask the following question: How do teachers craft their roles as educators and advocates for refugee and immigrant youth in an English as a second language (ESL) after‐school program? They analyzed data through a job crafting lens (Haneda & Sherman, 2018; Wrzesniewski & Dutton, 2001) to make visible how teachers at the after‐school program defined themselves as educators and advocates, and how the program hindered or empowered their efforts to act on these definitions. Findings share how four different teachers crafted opportunities, connections, leadership, and resources as they imagined and enacted their work with and for refugee and immigrant students and their families. Based on study findings, we suggest implications for TESOL educators in classrooms and community spaces, and recommend future directions for job crafting research on teaching and teacher advocacy.

show abstract

A Bakhtinian take on languaging in a dual language immersion classroom

Cited by 5 publications

References 19 publications

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

“I have meaningful work:” Crafting teaching and advocacy at anESLafter‐school program

Contact Info

Product

Resources

About