Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom

Hamman-Ortiz, Laura

doi:10.1080/13670050.2020.1783637

Cited by 6 publications

(3 citation statements)

References 25 publications

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“…Collectively, we have used a number of methods for analyzing micro‐ and meso‐level interactions in the classroom, including interpretive phenomenological analysis (Ho & Tai, 2020), multimodal conversation analysis (Tai & Wei, 2020, 2021a, 2021b, 2021c), digital multimodal composing (Ho, 2022), sociocultural discourse analysis (Rajendram, 2019, 2021a, 2021b, 2022), and linguistic ethnography (Hamman, 2018a, 2018b; Hamman‐Ortiz, 2020, 2023; Mendoza, 2023). In what follows, we discuss each of these approaches in turn.…”

Section: Principle 2 Analyze How Macro‐level Language Hegemonies Are ...mentioning

confidence: 99%

“…In another linguistic ethnography exploring translanguaging in Dual Language Bilingual Education (DLBE), Hamman (Hamman, 2018a, 2018b; Hamman‐Ortiz, 2020, 2023) found that language dynamics within the small culture of the classroom mirrored macro‐level inequalities between English and Spanish. Bilingual education is a unique setting for exploring translanguaging pedagogy, as there is ongoing debate about the “adequacy” (Guerrero, 2021) of its use, with translanguaging alternatively presented as an affirming pedagogical practice that validates the lived bilingual practices of minoritized students (García et al., 2021) or a potential “threat” (Cenoz & Gorter, 2017) to the minoritized language(s) being taught within such spaces (Ballinger, Lyster, Sterzuk, & Genesee, 2017).…”

Section: Principle 2 Analyze How Macro‐level Language Hegemonies Are ...mentioning

confidence: 99%

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Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework

et al. 2023

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Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more “standard” ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more “legitimate” forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher‐researcher collaborative research: (2) ethnographic research can assess macro‐level language ideologies and enacted language hegemonies at the micro‐ and meso levels, and (3) teacher‐researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms different from the ones documented to occur in context if left by chance.

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Section: Principle 2 Analyze How Macro‐level Language Hegemonies Are ...mentioning

confidence: 99%

Section: Principle 2 Analyze How Macro‐level Language Hegemonies Are ...mentioning

confidence: 99%

Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework

et al. 2023

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“…These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language (Chavez-Moreno, 2021; Dorner & Cervantes-Soon, 2020; Hamman-Ortiz, 2020). Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes (Goodwin, 2002).…”

Section: Introductionmentioning

confidence: 99%

Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation

Oliveira¹,

Flavin

Hubacz

2023

Education and Urban Society

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Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.

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Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity

Grapin,

Ramos Borrego,

Navarro

2024

J Res Sci Teach

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Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to conceptualizing “equity” itself. The purpose of this review of literature was to examine what equity approaches have undergirded research on translanguaging in US K–12 science and engineering education and whether these approaches vary over time and across contexts. We systematically analyzed studies (N = 15) using the four equity approaches articulated in a recent report by the National Academies of Sciences, Engineering, and Medicine (2022). Findings of our review indicate that, while studies aimed at increasing opportunity and access to high‐quality science and engineering learning (Approach 1) and, to a lesser extent, identification and representation with science and engineering (Approach 2) were the two most prevalent equity approaches, studies focused on expanding what constitutes science and engineering (Approach 3) and seeing science and engineering as part of justice movements (Approach 4) were somewhat less common. Furthermore, justice‐oriented approaches to equity (Approaches 3 and 4) were increasingly visible in the literature since 2020 as well as in research carried out in nontraditional educational contexts (e.g., out‐of‐school programs, classes outside of the core school subjects). Based on these findings, we propose the need for future research that (a) explicitly conceptualizes and operationalizes constructs related to equity (e.g., what is meant by “achievement” and how it is measured), (b) examines the possibilities and tensions associated with expanding what constitutes science and engineering in traditional educational contexts, (c) leverages the affordances of multiple STEM subjects for addressing justice issues impacting linguistically marginalized communities, and (d) iterates on the equity approaches themselves.

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Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom

Cited by 6 publications

References 25 publications

Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework

Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework

Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity

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