Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling

Abstract


 
 
 This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.
 
 

Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth.

“…Finally, even in the context of high TS as measured in this study, teachers without training in working with bicultural youth may miss critical opportunities to leverage Latinx students’ cultural strengths in the learning environment (Gonzales & Gabel, 2017). Teaching approaches that focus on assimilation rather than building on cultural assets or biculturalism may reduce the availability of multiple sources of social capital for Latinx students (Salmerón et al, 2021; Valenzuela, 1999).…”

“…TS that is paired with an assimilationist approach may impede youth's access to their sources of social capital, thereby limiting their academic success (Salmero ´n et al, 2021;Valenzuela, 1999). Thus, the ways in which teachers address culture and assets may shape the experience of TS for Latinx students and influence academic outcomes.…”

“…Asset-based pedagogy has been linked to increased youth literacy outcomes (Ivey & Broaddus, 2007), academic achievement (Dee & Penner, 2017; Rodriguez et al, 2004), and academic self-efficacy (Chun & Dickson, 2011). In contrast, TS that is paired with an assimilationist approach may impede youth’s access to their sources of social capital, thereby limiting their academic success (Salmerón et al, 2021; Valenzuela, 1999). Thus, the ways in which teachers address culture and assets may shape the experience of TS for Latinx students and influence academic outcomes.…”

The Moral Ethic of Cariño for Justice and Equity: Amplifying the Voices of Immigrant-Origin Youth through Critical Literacy

“…In addition, much work has been done around the conceptualization of the ethic of care in education (Noddings, 2013;Noddings & Shore, 1984). Recently, scholars like Salmerón and Batista-Morales have expanded the work of Angela Valenzuela to account for authentic cariño as an antidote to subtractive schooling (Salmerón et al, 2021). While the concept of cariño is not new, the theorization of the moral ethic of cariño is in that it presents a framework to unpack teacher perspectives and practices in working with immigrant-origin Latine youth, particularly as it relates to critical literacy in a secondary setting and the authentic inclusion of their intellectual prowess.…”