Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

Abstract

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre-kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.

Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching

“…Levitt, 2002), middle (e.g., Hofer & Swan, 2008;Martin et al, 2001), and secondary (e.g., Alazzi, 2008;Chiodo & Tsai, 1997;Vetter, 2010) teachers. Among these studies, multiple content areas were investigated, including ELA (e.g., Camburn & Barnes, 2004;Flynn & Schachter, 2017;Hamel, 2003;Maloch, 2002;Worthy et al, 2015), science (e.g., Diezmann & Watters, 2015;Levitt, 2002;Savasci & Berlin, 2012), and social studies (e.g., Alazzi, 2008;Hofer & Swan, 2008), with researchers examining a variety of practices such as grouping students (e.g., Maloch et al, 2013), using technology in the classroom (e.g., Hughes & Ooms, 2004;Swan & Hofer, 2011), and working with dual language learners (DLL; e.g., Gersten, 1999;Musanti, 2017;Musanti et al, 2009;Palmer et al, 2014). In terms of topical focus, we noted three broad groups of research questions that guided the studies: questions focused on classroom practices (n = 33), particular groups of teachers (e.g., novice, Latinx; n = 16), or the implementation or uptake professional development (n = 10).…”

“…Visual data were collected through video recordings of practice (e.g., Drake & Sherin, 2006;Machado et al, 2017;Worthy et al, 2015), field notes regarding classroom practices (e.g., Levitt, 2002;Musanti & Celedón-Pattichis, 2013;Watters & Ginns, 1997), and photographs taken by teachers (e.g., Souto-Manning, 2010). Some researchers also collected visual documentation of products of practice, such as student work (e.g., Hofer & Swan, 2008;Maloch, 2008;Palmer et al, 2014), lesson plans (e.g., Hofer & Swan, 2008;Maloch, 2004), or curriculum standards (e.g., Alazzi, 2008). Importantly, just over half of the studies utilized audio and/or video recordings of classroom practice (n = 32); the rest relied solely on researcher observation via field notes (n = 20).…”

“Translanguaging” and the implications for the future teaching of English in Norway

“…Students should be positioned as capable multilingual individuals with the ability to use all of their linguistic resources in the learning process (Palmer, Martínez, Mateus, & Henderson, 2014).…”

Translanguaging through story: Empowering children to use their full language repertoire

“…By viewing language as a resource rather than a problem, teachers can engage their students more fully in learning (García, Sylva, & Witt, 2011;Gort & Sembiante, 2015;Orellana & García, 2014;Palmer, Martínez, Mateus, & Henderson, 2014). As Palmer, Martínez, Mateus, and Henderson, write, "more and more educators are beginning to consider the capacity to communicate in languages other than English as an asset to be developed in school: an academic advantage that can lead to bilingualism, biculturalism, and biliteracy" (2014, p. 757).…”