“<i>Los Dos Son Mi Idioma</i>”: Translanguaging, Identity, and Social Relationships among Bilingual Youth

Poza, Luis E.

doi:10.1080/15348458.2018.1504682

Cited by 25 publications

(9 citation statements)

References 32 publications

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“…What is unique to multilingual individuals is that self-identity should not be considered as just one, but multiple identities in correspondence to their multilingual abilities. This view on multiple identities constructed through TL has been supported by many scholars (Creese & Blackledge, 2015;Li & Zhu, 2013;Nguyen, 2019;Poza, 2019). Bilingualism is an important aspect of one's identity (Li, 2011).…”

Section: B Identity Development Through Translanguagingmentioning

confidence: 88%

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

Jung

2022

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With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers’ perceptions of their bilingual children’s language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children’s self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals’ self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment.

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Section: B Identity Development Through Translanguagingmentioning

confidence: 88%

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

Jung

2022

jltr

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“…We drew on Sahan and Rose (2021) and Poza (2019), who closely examine the relationships between translanguaging, identity creation, and social interaction among bilingual individuals, to situate our qualitative analysis. In their work, the authors conclude bilinguals navigate their full language repertoire to accomplish a variety of communicative functions.…”

Section: Methodsmentioning

confidence: 99%

Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work

Moses

Capurro

2023

TESOL Quarterly

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This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play‐based unit to introduce, reinforce, and support vocabulary development and opportunities for independent play related to the content/vocabulary. The authors analyze video recordings of the students' independent play three times a week for 6 weeks using two different theoretical and methodological approaches. The authors collected quantitative data related to English usage and codeswitching analysis, and qualitative data of students' interactions, translanguaging, and identity work. The quantitative findings reveal a significant increase in English usage during independent play. The qualitative findings explore the ways in which young bilinguals draw on all their linguistic resources and use translanguaging practices to navigate play and negotiate identity. The constraints and affordances of each approach are discussed as the authors present new theoretical contributions by utilizing codeswitching and translanguaging approaches to explore the pedagogical intervention and student identity work. This study provides implications for literacy and play‐based instruction for multilingual learners.

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“…Nonetheless, little has been specifically revealed about how the influence of social relationships on resource utilization emerges, develops, and takes effect. Again, this issue is largely identity-related, as identity construction is essentially both the drive for and result of relation building (Poza, 2019). In other words, it is imperative that teachers' identity construction should be more closely examined to shed light on how social relationships in universities influence teachers' resource utilization.…”

Section: Resource Utilization and Professional Identity Constructionmentioning

confidence: 99%

To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction

2021

Sage Open

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This article reports on a multiple-case study which aims to investigate how novice university teachers construct professional identities as they process and utilize resources to promote professional development. Data were collected from 35 novice university teachers in China through prolonged individual interviews as a major source of data, with journal entries and other written protocols as a supplement. Data analysis reveals three types of resource-mediated identities, that is, resource collectors, resource providers, and resource users. The difference between the three types of identities further shows that resource utilization can be most effectively optimized if teachers display a higher degree of autonomy deriving from their agency and proactively engage with resources to resolve specific problems in self-directed efforts. Suggestions with regard to promoting teachers’ problem awareness and improving organizational management are discussed.

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“Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth

Cited by 25 publications

References 32 publications

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea

Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work

To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction

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