Re-examining teacher translanguaging
An ecological perspective
Bibliographic Data
| ID | 12751681 |
|---|---|
| Authors | E Allard (0000-0001-6960-1398, Swarthmore College, corresponding author) |
| Year | 2017 |
| Volume | 40 |
| Issue | 2 |
| Pages | 116-130 |
| Publication date | 2017-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2017.1306597 |
| OpenAlex | W2604554982 |
| Language | EN |
| Citations received | 59 |
| References cited | 40 |
A growing body of recent scholarship has demonstrated that translanguaging is a natural and characteristic practice of bilinguals that also has great promise as a pedagogical tool. This ethnographic study examines the use of translanguaging by two teachers in a suburban high school ESL program. There, teacher translanguaging played an important role in increasing students’ participation and access to class content and yet did not achieve the interpersonal and emancipatory ends that have been reported elsewhere. Using an ecological approach, the author investigates this contradiction, mapping how teacher translanguaging fit in with other pedagogies, language policies, ideologies, and interpersonal relationships. The analysis suggests that the pedagogical and interpersonal potential of translanguaging may only be fully realized when connected to other practices in and beyond the classroom that affirm and support bilingualism and bilingual learners
Bilingual education · Contradiction · Ethnography · Interpersonal communication · Linguistics · Multilingualism · Neuroscience of multilingualism · Pedagogy · Perspective (graphical · Political science · Scholarship · Social science · Sociology · Translanguaging · Anthropology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging in Multilingual Education
A Translanguaging Perspective on Teacher Contingency in Hong Kong English Medium Instruction History Classrooms
Teachers’ perceptions about their work with EAL/D students in a standards-based educational context
Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side
Cacti
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
Translanguaging pedagogy in EAP writing
(Re)Imagining a translingual self
The impact of translanguaging-driven training on in-service EFL teachers
Conceptualizing the transformativeness of translanguaging
Student preferences and practices regarding first language use in English medium education
Shattering the glass ceiling of language barriers in bilingual and multilingual classrooms
Institutional and gender influences on translanguaging practices among Indian university students
Translanguaging and reading comprehension in a second language
Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey
Examining ESL and bilingual teachers’ agency after NCLB
Observing a teacher’s interactional competence in an Esol classroom
Unequal translanguaging
Blending translanguaging and CLIL
Shaping student responses into academic expressions
Translanguaging in higher education
Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools
Researching teacher multilingual-talk and student-benefits
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program
Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences
Translanguaging in a Chinese immersion classroom
Language Styles of Automotive Mechanics in Selected Garages in Dar es Salaam
Scaffolds, signs, and bridges
Reimagining language space with bilingual youth in a social studies classroom
Translanguaging
Translanguaging in higher education in Indonesia
Translanguaging stance of preschool teachers working with multilingual children in Luxembourg
Power, positioning, and precarity
Translanguaging in the context of mainstream multilingual education
Translanguaging interventions and the construction of the multilingual self through culturally sustaining pedagogies
Translanguaging and Second-Language Reading Proficiency
Examining Pedagogical Translanguaging
Exploring the Perceived Attitudes, Motivation, and Influencing Factors of Translanguaging Among Teachers of Chinese as an Additional Language From an Activity Theory Lens
Translanguaging as mediated praxis
Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China
Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms
Opening minds to translanguaging pedagogies
English language teachers’ implementation of collaborative translanguaging
Противоречат, да, мои слова?!” Translingual Tesol Teacher Educators’ Conflicting Translanguaging Beliefs
Exploring Chinese multilingual addressees’ attitudes and interpretation of translanguaging practices in social settings
What we Know About Language and Literacy Instruction for Newcomers
Translanguaging at school
Teaching Translanguaging in an English-Only Teacher-Preparation Program
Translanguaging as a Transformative Act in a Reading Classroom
Unpacking the oral translanguaging practices of Korean-American first graders
Teachers’ translanguaging practices and “safe spaces” for adolescent newcomers
Confronting ideologies
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Transnational language teachers’ emotional vulnerability and professional identity construction
(Re)imagining the Future of Translanguaging Pedagogies in Tesol Through Teacher–Researcher Collaboration
Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education
Exploring translanguaging in academic discourse through an ecological analytic lens
Teaching Hispanic Restaurant Workers
Subtractive Schooling
TheMultilingual Turn in Languages Education
Additive Schooling in Subtractive Times
Translating Childhoods
The Sociolinguistics of Globalization
Translanguaging with Multilingual Students
Continua of Biliteracy
Translanguaging
Pedagogies and Practices in Multilingual Classrooms
Translanguaging
Reframing the Debate on Language Separation
Theorizing and Enacting Translanguaging for Social Justice
A Holistic Approach to Multilingual Education
Translanguaging in the Bilingual Classroom
English with an Accent
Linguistic Landscape
Spotlight on “Long-Term English Language Learners”
The Continua of Biliteracy and the Bilingual Educator
Qualitative Research
Ethnographic Fieldwork
Timescales and ethnography
Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Linguistic Landscape as Symbolic Construction of the Public Space
Linguistic Landscape and Minority Languages
Accomplishing lessons in postcolonial classrooms
Ecological perspectives on foreign language education
Harnessing linguistic variation to improve education
Reexamining English Only in the ESL Classroom
ESL versus Mainstream Classes
Writing Ethnographic Fieldnotes, Second Edition
Across the Scales of Time
Continua of Biliteracy
Research Methodology on Language Development from a Complex Systems Perspective
Translanguaging and transnational literacies in multilingual classrooms
Latecomers
| Unique citing works | 59 |
|---|---|
| Citations per year | 7.38 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 59 |