Reimagining Language Space with Bilingual Youth in a Social Studies Classroom

Autor/inn/en	Ramirez, Pablo Cortes; Salinas, Cinthia
Titel	Reimagining Language Space with Bilingual Youth in a Social Studies Classroom
Quelle	In: Bilingual Research Journal, 44 (2021) 4, S.409-425 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez, Pablo Cortes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1994054
Schlagwörter	Social Studies; Teaching Methods; Bilingualism; Teacher Attitudes; Code Switching (Language); Language Usage; Native Language; Second Language Learning; English (Second Language); Self Concept; Personal Autonomy; Citizenship Education; Case Studies; Bilingual Schools; Spanish; High School Teachers; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Lehrerverhalten; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Individuelle Autonomie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Case study; Fallstudie; Case Study; Bilingual scholl; Bilinguale Schule; Spanisch; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	This qualitative study documented the way in which a social studies teacher co-created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students' understandings of their own "civicness." We employed a translanguaging theoretical lens to examine the manner in which one teacher taught civic education and present pedagogical practices of teacher translanguaging used intentionally to advance students' language development. Findings from this study suggest that community resources and belonging used within translanguaging pedagogy broaden students' knowledge of their own civic identities, agency, and membership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01