Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

Martínez-Roldán, Carmen M.

doi:10.1080/19313152.2014.982442

Cited by 88 publications

(23 citation statements)

References 27 publications

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“…The system of negotiation (Martin & Rose, 2007) identifies the movement of information and action during lessons. The basic parameters of negotiation are:…”

Section: Classroom Analysismentioning

confidence: 99%

“… what is being negotiated (information or goods and services);  whether it is being given or demanded (statement-information /offer-goods, or question); and  whether a move initiates or responds to the exchange (Martin & Rose, 2007) Four basic speech functions dominate exchanges: statements, questions, commands, and offers. Within these speech functions, the following grammatical moods are labeled and classified in both congruent forms and metaphorical forms,  declarative  interrogative  imperative (Martin & Rose, 2007) This system of negotiation and identification of speech functions (Martin & Rose, 2007) was used in the analysis to reveal who was delivering information during exchanges, and who was receiving it and how, which assisted in the identification of power and control. This then revealed certain inequalities in the exchanges which led to further discussion about the different uses of the teachers and students" linguistic repertoires.…”

Section: Classroom Analysismentioning

confidence: 99%

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The Effects of Translanguaging on Participation in EFL Classrooms

Rabbidge¹

2019

The Journal of AsiaTEFL

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This study employed pedagogic discourse theory (Bernstein, 1990) to investigate whether student participation was affected by teachers" translanguaging practices. The study employed qualitative research methods, including classroom observations and semi-structured interviews, to gather data on teachers" classroom practices in regards to their translanguaging practices. The data was then analysed via pedagogic discourse theory to ascertain how power and control within the translanguaging practices influenced student participation. Results suggest that teachers" translanguaging practices may improve students" ability to participate in class by improving student understanding of teacher talk. However, when teachers translanguage within IRF sequences, student participation appears to be limited to responses within the IRF sequences, suggesting students may struggle to gain any sense of control over the learning environment in such situations. Results therefore infer that translanguaging may not always provide space for the creative or critical thinking that is often discussed in translanguaging literature.

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“…The system of negotiation (Martin & Rose, 2007) identifies the movement of information and action during lessons. The basic parameters of negotiation are:…”

Section: Classroom Analysismentioning

confidence: 99%

Section: Classroom Analysismentioning

confidence: 99%

The Effects of Translanguaging on Participation in EFL Classrooms

Rabbidge¹

2019

The Journal of AsiaTEFL

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“…To support multilingual children's language development, teachers need to give attention to the quality and diversity of their language practices (Gort & Sembiante, 2015;Hindman & Wasik, 2015;Martínez-Roldán, 2015). But for multilingual learners, more is needed.…”

Section: Of 16mentioning

confidence: 99%

Teacher language practices that support multilingual learners: classroom‐based approaches from multilingual early childhood teachers

Wagner

2021

TESOL Journal

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WAGNER is at and slightly above learners' ability plays a central role in effective language instruction for children (Dubiner, 2019;Krashen, 1985). The quality use of home languages to explain and discuss ideas is connected to increased vocabulary learning in the home language, with potential benefits to English language learning (Hindman & Wasik, 2015). The use of children's home languages likewise plays a role in literacy learning, with the increased use of these languages by the teacher linked to higher reading performance at the end of prekindergarten (Burchinal, Field, López, Howes, & Pianta, 2012).Though teachers' language choices can play a key role in children's language development, little attention has been given to identifying effective multilingual language practices for teachers (Langeloo, Lara, Deunk, Klitzing, & Strijbos, 2019). The study reported in this article considered teachers' language practices in early childhood classrooms, focusing on how multilingual teachers make instructional choices and develop practices about when and how to draw on their own multilingualism to support children's learning. | TEACHER LANGUAGE PRACTICESMultilingual teachers make in-the-moment decisions about what languages to use in the classroom. These include decisions to use multilingual interactions to support communication, scaffold learning, and manage classroom activities (Durán & Palmer, 2014;Gort & Pontier, 2013;Gort & Sembiante, 2015). Recent work on multilingual pedagogies has framed these movements across languages as translanguaging (García & Kleifgen, 2019). Translanguaging describes the full range of multilingual persons' language practices, including the flexible movement between languages that reflects the real language practices of many multilinguals (Otheguy, García, & Reid, 2015).Within a translanguaging approach, teachers make decisions about when to use multiple languages in the classroom and how to incorporate these practices into classroom instruction. Though teachers' language use during classroom interactions may not always represent conscious choices, teachers can and do make active decisions about when and how to draw on their multiple languages. These include decisions about language choice and language mode (Grosjean, 2010). Language choice refers to the selection of a primary language. Language mode is the decision to use only one language or more than one and includes whether, and in what ways, a multilingual person chooses to draw on languages other than the primary language. Both language choice and mode can change over the course of an interaction as a speaker makes active choices and adapts within the context of the interaction.Research on teachers' language choice and mode in early childhood classrooms shows the diverse reasoning and complexity that underlie teachers' language practices (

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“…Throughout the year-long ethnographic study the researcher made detailed observations of the children's communicative practices. This approach was adopted after an extensive review of the literature that affirmed the potential for rich insights to be revealed by ethnographic studies in early childhood (Konstantoni and Kustatscher 2016;James 2007;Qvortrup 2000); in educational environments (Mukherji and Albon 2010;Siraj-Blatchford 2010;Levinson 2005), in relation to children's resistance (Pike 2010(Pike , 2008Markström and Halldén 2009;Danby and Baker 1998;Corsaro 1993), and in documenting children's communicative practices (Rampton and Charalambous 2016;Martínez-Roldán 2015;Pavlenko and Blackledge 2001;Hornberger 1995).…”

Section: Vignettesmentioning

confidence: 99%

Multilingual communication under the radar: how multilingual children challenge the dominant monolingual discourse in a super-diverse, Early Years educational setting in England

Fashanu

Wood

Payne

2019

English in Education

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The operant "one nationone language" model in Western culture has resulted in linguistic hegemony being almost universally presented as an uncontentious reality. This article accepts Foucault's challenge to deconstruct this officially sanctioned "truth" by looking at how the educational system in England legitimises the discourse that speaking English is normal, marginalising multilingual practices. Data is drawn from a year-long study of thirty "superdiverse" children in an inner-city school in the north of England. The research presents language portraits in which the children demonstrate they have internalised the rhetoric that English should be spoken in school. These are contrasted with ethnographic observations which provide co-constructed researcher-pupil cartoons representing social interactions in a range of contexts. The illustrations demonstrate how the children challenge the idealisation of English language in school by operating spatial agency in which they seek (and find) opportunities in peripheral and liminal spaces to speak their own language.

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Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

Cited by 88 publications

References 27 publications

The Effects of Translanguaging on Participation in EFL Classrooms

The Effects of Translanguaging on Participation in EFL Classrooms

Teacher language practices that support multilingual learners: classroom‐based approaches from multilingual early childhood teachers

Multilingual communication under the radar: how multilingual children challenge the dominant monolingual discourse in a super-diverse, Early Years educational setting in England

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