Pedagogical Translanguaging in a Puerto Rican University Classroom
An Exploratory Case Study of Student Beliefs and Practices
Bibliographic Data
| ID | 12774368 |
|---|---|
| Authors | Adrian J Rivera (0000-0001-9100-0329, Indiana University – Purdue University Fort Wayne, corresponding author), Catherine M Mazak (0000-0001-8596-5597, University of Puerto Rico-Mayaguez) |
| Year | 2017 |
| Volume | 18 |
| Issue | 3 |
| Pages | 225-239 |
| Publication date | 2017-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Hispanic Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1538-1927 • E-ISSN: 1552-5716 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1538192717734288 |
| OpenAlex | W2761109220 |
| Language | EN |
| Citations received | 14 |
| References cited | 15 |
While interest in pedagogical translanguaging has grown, it continues to be an underresearched area of study. The purpose of this study is to better understand student response to the use of strategic and pedagogically informed translanguaging practices in the university-level classroom. This article takes an in-depth look at the coursework and attitudes of four student cases within a single psychology classroom at the University of Puerto Rico at Mayagüez. The cases were chosen based on the students’ distinctive use of Spanish and English in their academic work. It was found that students’ stated views about translanguaging differed in significant ways from their practices of translanguaging in the classroom
Coursework · Exploratory research · Mathematics education · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging and Speaking Development among Low-Proficiency ESL Undergraduates
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution
Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL)
A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP
Translanguaging in higher education in the US
Students attending monolingual, bilingual, or trilingual schools at secondary level
Pedagogical translanguaging and teachers’ perceptions of anxiety
Instructor practices and espoused beliefs about bilingual courses
‘People are already doing it’
“I think I am bilingual, but…”
Student Perceptions of Bilingual Teaching Practices
Reimagining language use in classrooms
From English as the medium to English as a medium
Debating translanguaging
Foundations of Bilingual Education and Bilingualism
Pedagogies and Practices in Multilingual Classrooms
Translanguaging in Higher Education
Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education
Multilingualism in written discourse
Bilingual education in the 21st century
Translanguaging practices at a bilingual university
The Movement against Teaching English in Schools of Puerto Rico
Translanguaging, TexMex, and Bilingual Pedagogy
Codemeshing in Academic Writing
Language Policy in Puerto Rico's Higher Education
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |