The translanguaging classroom: leveraging student bilingualism for learning, by O. García, S. I. Johnson and K. Seltzer

Sherris, Ari

doi:10.1080/09500782.2016.1255224

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…This first means that when bilingual/multilingual students have the opportunity to translanguage naturally, the teachers could use this resource in their classrooms to support their dynamic multilingualism instead of insisting on language separation and an additive approach (García & Tupas, 2018). Second, with this understanding, it is also necessary that teachers take on a positive inclusive attitude towards the home languages of the students and their translanguaging (translanguaging stance), design teaching units that include all the home languages of the students (translanguaging design), and shift the teaching units according to the proficiency in languages of the students (translanguaging shifts; García & Tupas, 2018;Sherris, 2017;Kleyn & García, 2019;García et al, 2017). These are three major elements of translanguaging pedagogy (García et al, 2017).…”

Section: Translanguaging Pedagogy and The Focus On Translanguaging St...mentioning

confidence: 99%

Translanguaging stance of preschool teachers working with multilingual children in Luxembourg

Aleksic

Bebić-Crestany

2022

International Journal of Multilingualism

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In today's linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes towards children's home languages and cultures (translanguaging stance), which we explored in our study with 40 preschool teachers in Luxembourg. The teachers participated in the professional development course on translanguaging over six months. To identify teachers' stance before and after the course, they completed questionnaires and participated in focus groups, and after completing the course, teacher-child interactions in the classroom were videotaped and analysed. Empirical findings of the questionnaires demonstrate that teachers' attitudes towards children's multilingualism and home languages increased significantly after participating in the course. In the focus groups, the majority of teachers expressed a mild translanguaging stance, meaning that they were afraid that the inclusion of children's home languages will hinder children's development of the school language, Luxembourgish. Finally, in the videotaped observations, the foci teachers demonstrated their positive stance in one activity and a negative stance in another. Following the study's multi-method approach, we conclude that teachers' attitudes were ambivalent and paradoxical, which depicts a rather realistic picture of preschool teachers' attitudes in Luxembourg.

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Section: Translanguaging Pedagogy and The Focus On Translanguaging St...mentioning

confidence: 99%

Translanguaging stance of preschool teachers working with multilingual children in Luxembourg

Aleksic

Bebić-Crestany

2022

International Journal of Multilingualism

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“…Lastly for the teachers' side, translanguaging provides benefits for both participants of the learning environment; learners and teachers. As García, Johnson, and Seltzer (2017) states, translanguaging puts the teacher into a position of co-learner who learns from learners' not only language but also cultural practices.…”

Section: Translanguaging Strategies In Foreign Language Classrooms Anmentioning

confidence: 99%

The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

ASLAN¹,

Kiray

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The present study aims to identify translanguaging strategies and question the effectiveness of these strategies in foreign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semesters of 2017-2018 academic year, and interviews before, during and after observation process were conducted with the German language teacher of the second foreign language classroom. Based on the studies of the City University of New York, to provide half of the instruction in English while the other half in the target language through translanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as an emerging application is accepted as a part of both education and language equality. By challenging the rigid separation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50 model of first foreign language and target foreign language while teaching an additional foreign language. Findings of the current research showed that the teacher frequently prefers using vocabulary and syntax-based strategies in her second foreign language classroom, and the students generally responded to the use of these strategies and used them to participate activities and raise questions. Considering specifically the interview transcriptions, it was detected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.

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The translanguaging classroom: leveraging student bilingualism for learning, by O. García, S. I. Johnson and K. Seltzer

Cited by 2 publications

References 4 publications

Translanguaging stance of preschool teachers working with multilingual children in Luxembourg

Translanguaging stance of preschool teachers working with multilingual children in Luxembourg

The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

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