Teacher–researcher collaborative development of critical (trans)languaging awareness through leveraging linguistic strengths
Bibliographic Data
| ID | 22260672 |
|---|---|
| Authors | Ryan W Pontier (0000-0001-8162-762X, Florida International University, corresponding author) |
| Year | 2024 |
| Volume | 3 |
| Issue | 1 |
| Pages | 9-29 |
| Publication date | 2024-06-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2748-9310 • E-ISSN: 2748-9329 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/eduling-2023-0016 |
| OpenAlex | W4389333560 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
This study explores the collaborative process that two Korean–English and one Spanish–English bilingual Early Head Start family childcare educators, two instructional coaches, and the author engaged in as they co-created intentional bilingual pedagogical approaches to support young emergent bilinguals and co-develop critical (trans)languaging awareness. Data included participant and non-participant observations; field notes; debriefing sessions between the teachers and the author, and instructional coaches and the author; informal interviews with teachers; and two Saturday meet-ups with all participants and the author. Data were analyzed using thematic analysis to identify salient themes in the creation and implementation of practices and pedagogies that leveraged both teachers’ and children’s languaging practices as we deepened our critical language awareness. The design-based collaborative approach that involved co-learning, co-planning, and co-shifting supported our focus on critical language use, trial of different (trans)languaging practices that transgressed English hegemony, and decision-making around how to best leverage everyone’s linguistic strengths in support of children’s developing bilingualism
Debriefing · Linguistics · Mathematics education · Neuroscience of multilingualism · Participant observation · Pedagogy · Salient · Sociology · Systemic functional linguistics · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Exploring bilingual pedagogies in dual language preschool classrooms
Language, Bilingualism and Education
Coordinated Translanguaging Pedagogy as Distributed Cognition
Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated With “Doing Being Bilingual”
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy
Clarifying translanguaging and deconstructing named languages
Translanguaging design in a third grade Chinese Language Arts class
Rejecting abyssal thinking in the language and education of racialized bilinguals
Sustainable translanguaging pedagogy in support of the vulnerable language
Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program
Team teaching among mixed messages
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
Translanguaging Interpretive Power in Formative Assessment Co-Design
Troubling the “two” in two-way bilingual education
Translanguaging interventions and the construction of the multilingual self through culturally sustaining pedagogies
(Re)imagining the Future of Translanguaging Pedagogies in Tesol Through Teacher–Researcher Collaboration
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments
Using thematic analysis in psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |