Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms

Datos Bibliográficos

ID21244115
AutoresSujin Kim (0000-0002-4251-6318, George Mason University), Sungshim Choi (George Mason University)
Año2021
Volumen7
Número3
Páginas279-307
Fecha de publicación2021-10-05
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTranslation and Translanguaging in Multilingual Contexts (JOURNAL)
Identificadores de la revistaISSN: 2352-1805 • E-ISSN: 2352-1813
EditorialJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/ttmc.00079.kim
OpenAlexW3200492485
IdiomaEN
Citas recibidas9
Referencias citadas60

Building on the framework of translanguaging both as individuals’ flexible language practices and classroom pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on pedagogical translanguaging

Empirical research · Literacy · Mathematics education · Multilingualism · Pedagogy · Perception · Sociology · Translanguaging · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching