Collaborative Translanguaging and Transmodal Literacies
Learning the Language of Science in a Dual-Language Classroom
Bibliographic Data
| ID | 13683047 |
|---|---|
| Authors | Lucía Cárdenas Curiel (0000-0002-2694-833X, Michigan State University, corresponding author), Deborah K Palmer (0000-0003-4547-1589, University of Colorado Boulder) |
| Year | 2023 |
| Volume | 57 |
| Issue | 4 |
| Pages | 355-377 |
| Publication date | 2023-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte202332472 |
| OpenAlex | W4385815922 |
| Language | EN |
| Citations received | 4 |
| References cited | 43 |
Research has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class, we explored how four emergent bilinguals collaborated to design, produce, and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish, the interaction occurs mainly in English, and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism
Affordance · Cognitive psychology · Contextualization · Discipline · Linguistics · Mathematics education · Meaning (existential · Multilingualism · Neuroscience of multilingualism · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging
English Learners Left Behind
Rethinking Composing in a Digital Age
Pedagogies and Practices in Multilingual Classrooms
Translanguaging
Reframing the Debate on Language Separation
Multimodality and Literacy in School Classrooms
Peer Interaction and Learning in Multilingual Settings From a Sociocultural Perspective
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
Clarifying translanguaging and deconstructing named languages
Who will be bilingual? A Critical Discourse Analysis of a Spanish-English Bilingual Pair
The multilingual turn
Advanced language learning
The translanguaging classroom
Disinventing and Reconstituting Languages
Teaching Disciplinary Literacy to Adolescents
Rethinking diversity
Disciplinary Literacy
Spanglish as Literacy Tool
Translanguaging, Coloniality, and English Classrooms
Sanctioning a Space for Translanguaging in the Secondary English Classroom
You Give Me Idea!”
Translanguaging in Schools
Cultural Artifacts
Newcomers to the U.S
Bilingual education in the 21st century
Dynamic Bilingualism as the Norm
Complex Text and New Common Standards in the United States
Culturally Sustaining Pedagogy
Translanguaging as a Practical Theory of Language
Working toward third space in content area literacy
What's 'New' in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice
Building a culture of collaboration through hybrid language practices
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |