Emotional scaffolding for emergent multilingual learners through translanguaging
Case stories
Bibliographic Data
| ID | 21590165 |
|---|---|
| Authors | Michele Back (0000-0003-0853-5141, Curriculum and Instruction, University of Connecticut, Storrs, CT, USA, corresponding author), Mi-Hyun Han (0000-0002-4697-3006, University of Connecticut), Mihyun Han (0009-0007-2193-045X, Educational Psychology, University of Connecticut, Storrs, CT, USA), Shih-Chieh Weng (DeAnza Learning Center, Cupertino, CA, USA) |
| Year | 2020 |
| Volume | 34 |
| Issue | 5 |
| Pages | 387-406 |
| Publication date | 2020-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2020.1744638 |
| OpenAlex | W3014420117 |
| Language | EN |
| Citations received | 44 |
| References cited | 41 |
Despite a large body of literature on foreign language learning anxiety and emerging research on translanguaging, research on the role of translanguaging on the socioemotional experiences of emergent multilingual learners (EMLLs) is minimal at best. Yet the persistent academic and emotional difficulties of EMLLs in K-12 US schools urge a closer look at how translanguaging strategies can help navigate these difficulties. In this article we present two case stories illustrating how translanguaging strategies can act as scaffolds for EMLLs’ emotional well-being. Grounding our analysis in notions of language learning anxiety, translanguaging, and emotional scaffolding, we report on research conducted in two rural elementary schools. We show how the use of translanguaging strategies with two elementary-age students and two multilingual volunteers played a key role in reducing anxiety and related behavioral issues, in addition to improving acquisition of academic content. We discuss implications for multilingual school districts and how they can harness these practices to benefit all students, including monolinguals
Indo-European languages · Linguistics · Morpheme · Multilingual Education · Multilingualism · Scaffold · Sociology · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
From theory to practice
Intercultural and interlanguage pragmatic adaptation in progress
Translanguaging in a Japanese as a second language classroom in Japan
Translanguaging and Speaking Development among Low-Proficiency ESL Undergraduates
Effects of translanguaging practices and linguistic inclusivity on foreign language enjoyment, anxiety, and engagement in multilingual language classrooms
A relação entre as línguas materna e estrangeira em educação bilíngue português-inglês
Learning for or Learning with
Translanguaging, Emotionality, and English as a Second Language Immigrants
Multilingual Education in Europe
A Scientometric Analysis of Language Teacher Emotions (2004-2022)
Exploring translanguaging behaviors in digital storytelling
Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning
Research into multilingual issues in Ecec contexts
An exploration of languaging interactions of young Spanish-English emergent bilinguals to build social-emotional learning skills during free-play
Caring across linguistic difference
Commentary for “The emotional landscape of English medium instruction (EMI) in higher education”
The effects of multilingual pedagogies on language awareness
Toward equitable classrooms
Phones as a semiotic disadvantage
Pedagogical translanguaging written feedback in EFL academic writing
Translanguaging as an emotional assessment practice
Foreign language enjoyment in translanguaged EFL classrooms
Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning
Linguistic solitude and classroom belonging
Between play and precarity
Leveraging translanguaging in GenAI-enhanced language classes
Exploring the Perceived Attitudes, Motivation, and Influencing Factors of Translanguaging Among Teachers of Chinese as an Additional Language From an Activity Theory Lens
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
Studying Chinese language in higher education
Foreign language anxiety and translanguaging as an emotional safe space
The link between linguistic subordination and linguistic inferiority complexes
Pedagogical translanguaging and teachers’ perceptions of anxiety
‘People are already doing it’
Integrating the lived experience of language with discursive approaches to policy
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
A Nexus Analysis of Translanguaging at a Private University in China
Translanguaging in EMI classrooms
Powering up Mandarin Chinese learners
Effects of Learning Multiple Foreign Languages on Learners’ Social Emotional Competence Development
Translingual Dialogic Encounters Weekly
Translanguaging at school
A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education
Chinese learners’ willingness to communicate and foreign language anxiety in translanguaging practices
Unpacking changing emotions in multiple contexts
Translanguaging
Emotions that facilitate language learning
Academic Emotions and Student Engagement
Language Learning and Perfectionism
On the relationship between emotion and cognition
The Motion of Emotion
Measuring emotions in students’ learning and performance
Achievement goals and discrete achievement emotions
No Child Left Bilingual
Case Study Research
Foreign Language Classroom Anxiety
Language Multiplicity and Dynamism
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
The translanguaging classroom
Thoughts on the relations between emotion and cognition
Narrative Methods for the Human Sciences
Second Language Students and English Language Issues in the Mainstream Classroom
Moving From the ESL Classroom into the Mainstream
Reflections on stories and a story/dialogue method in health research
Case stories of facilitating professional development
Emergent bilingual students in secondary school
Figuring “Success” in a Bilingual High School
The Place of Story in the Study of Teaching and Teacher Education
Language Anxiety
Learning English and Learning America
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
An Analysis of Discomfort, Risktaking, Sociability, and Motivation in the L2 Classroom
Anxiety and Second-Language Learning
Emotional Scaffolding
| Unique citing works | 44 |
|---|---|
| Citations per year | 7.33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 36 |