“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

Martin‐Beltrán, Melinda

doi:10.1080/19313152.2014.914372

Cited by 138 publications

(34 citation statements)

References 62 publications

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“…By presenting conversational excerpts, this research provides a glimpse into what it means to students to be in an officially monolingual classroom in which students speak several languages; furthermore, these excerpts illustrate the types of peer socialization that take place. The findings corroborate those of earlier studies of how peer interaction affords learning opportunities and the development of multilingual identities and of the institutional mechanisms that can constrain peer interactions (Carhill‐Poza, ; Cekaite & Björk‐Willén, ; Martin‐Beltrán, ; Talmy, , ). As multilingual learners of English, the focal students learned to experiment with Spanish, drawing on their knowledge of its grammar and pronunciation and using it to their advantage.…”

Section: Discussionsupporting

confidence: 88%

Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

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This article explores how peer and teacher–student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners’ uptake of different languages and cultures. Data presented are from a 2‐year ethnography of communication focusing on adolescent multilingual English learners’ language use in three ESL classrooms in the United States. The study participants’ primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students’ language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity.

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Section: Discussionsupporting

confidence: 88%

Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

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“…in verbal interactions included informal exchanges between students or between students and adults during unstructured spaces in the classroom or social spheres (Milu, 2013;Wei, 2011a), formal lesson delivery and assembly addresses (Creese & Blackledge, 2010;Palmer, Martínez, Mateus, & Henderson, 2014;Williams, 1996Williams, , 2000Williams, , 2002, and conversations about academic content during collaborative work (López-Gopar, Núñez-Méndez, Sughrua, & Clemente, 2013;Martin-Beltrán, 2014;Sayer, 2013). Likewise, translanguaging in literacy included translating and clarifying texts (Hélot, 2011;Vaish & Subhan, 2015); codemeshing in composition to establish an author's voice or to convey complex ideas academically or in online social network forums (Canagarajah, 2011a(Canagarajah, , 2011bCenoz & Gorter, 2011;Makalela, 2014); and consulting texts (both printed and online) in multiple languages during research (Martin-Beltrán, 2014;Mazak & HerbasDonoso, 2014;Sayer, 2013). In addition, multimodal texts featured in this category, including music videos (García & Leiva, 2014), and compositions that included images and symbols (Canagarajah, 2011a(Canagarajah, , 2011bVelasco & García, 2014), to aid in conveying meaning and constructing authorial identity.…”

Section: Examples Of Translanguagingmentioning

confidence: 99%

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

Poza¹

2017

ucbgse_bre

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“…O. García's () concept of translanguaging suggests that linguistic resources (i.e., knowledge of multiple languages and dialects) are part of a single language system that an individual uses to create meaning and accomplish goals. As students and educators translanguage, or flexibly move across languages and registers of speech, students can develop their proficiencies in multiple languages (Cummins, ), deepen their metalinguistic awareness (Martin‐Beltrán, ), and strengthen important components of their reading comprehension tool kits, such as summarizing and understanding vocabulary (Jiménez et al., ).…”

Section: Translanguaging: Practices and Ideologies In The Classroommentioning

confidence: 99%

“…To support reading comprehension, teachers can work alongside bilingual students to translate texts into their heritage languages (Jiménez et al., ). To strengthen metalinguistic awareness, teachers can facilitate students' discussions, compositions, and revisions of multilingual texts through student‐led language exchange activities (Martin‐Beltrán, ). Teachers can tap into teens' local knowledge of their communities by investigating community literacies (Jiménez, Smith, & Teague, ).…”

Section: Implications For Schools and Classroomsmentioning

confidence: 99%

Translanguaging Practices and Perspectives of Four Multilingual Teens

Daniel¹,

Pacheco²

2015

J Adolescent & Adult Lit

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Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in high school and middle school. Holding the view that pedagogical moves should be developed in response to particular groups of learners, we show teens' agentive use of translanguaging and connect these to implications for practice in secondary schools.

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“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

Cited by 138 publications

References 62 publications

Multilingual Interactions and Learning in High School ESL Classrooms

Multilingual Interactions and Learning in High School ESL Classrooms

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

Translanguaging Practices and Perspectives of Four Multilingual Teens

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