Engaging Opportunities
A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
Dados Bibliográficos
| ID | 12762165 |
|---|---|
| Autores | Matthew R Deroo (0000-0002-1024-4311, University of Miami, autor correspondente), Ryan W Pontier (0000-0001-8162-762X, Florida International University), Zhongfeng Tian (0000-0003-0233-0284, The University of Texas at San Antonio) |
| Ano | 2022 |
| Volume | 21 |
| Fascículo | 3 |
| Páginas | 160-173 |
| Data de publicação | 2022-05-04 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Language Identity & Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2022.2058511 |
| OpenAlex | W4281696086 |
| Idioma | EN |
| Citações recebidas | 8 |
| Referências citadas | 35 |
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students’ understandings of translanguaging as a theory of language and practice
Astronomy · Course (navigation · Mathematics education · Pedagogy · Physics · Reflexivity · Social science · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Grappling with Translanguaging as Tesol Teacher Educators
Sustaining a translanguaging community of practice
‘Translanguaging reminds me to stay humble’
Emotionally (in)hospitable spaces
Translanguaging for critical multilingual language awareness
The emergence of critical multilingual language awareness in teacher education
Translanguaging
The use of Orang Asli mother tongue in community-based education in Malaysia
How we think.
Actual Minds, Possible Worlds
Social Linguistics and Literacies
Linguistic Justice
Translanguaging
Chapter 8
Pedagogies and Practices in Multilingual Classrooms
(Re)Imagining a translingual self
Clarifying translanguaging and deconstructing named languages
Rejecting abyssal thinking in the language and education of racialized bilinguals
Harnessing multimodality in language teacher education
The translanguaging classroom
Theories of trans/languaging and trans-semiotizing
Why Needs Hiding?” Translingual (Re)Orientations in Tesol Teacher Education
Translingual Youth Podcasts as Acoustic Allies
Challenging Monolingual Ways of Looking at Multilingualism
Confronting ideologies
Envisioning Tesol through a translanguaging lens
Classrooms as Communities of Practice
Translanguaging in English‐Only Schools
Authority and morality in advocating heteroglossia
Undoing Appropriateness
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Situated Learning
| Obras citantes distintas | 8 |
|---|---|
| Citações por ano | 2,67 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |