Grappling with Translanguaging for Teaching and Assessment in Culturally and Linguistically Diverse Contexts: Teacher Perspectives from Oaxaca, Mexico

Autor/inn/en	Schissel, Jamie L.; De Korne, Haley; López-Gopar, Mario
Titel	Grappling with Translanguaging for Teaching and Assessment in Culturally and Linguistically Diverse Contexts: Teacher Perspectives from Oaxaca, Mexico
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 3, S.340-356 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schissel, Jamie L.) ORCID (De Korne, Haley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1463965
Schlagwörter	Multilingualism; Code Switching (Language); Language Usage; Classroom Communication; Teaching Methods; Language Minorities; Role; Student Evaluation; Teacher Attitudes; Action Research; Case Studies; Standardized Tests; Language Tests; Second Language Learning; International Assessment; Foreign Countries; Self Concept; Equal Education; American Indian Languages; Spanish; Teacher Education Programs; Masters Programs; Language Teachers; Bilingualism; Second Language Instruction; English (Second Language); Attitude Change; Mexico (Oaxaca) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachminderheit; Rollen; Schulnote; Studentische Bewertung; Lehrerverhalten; Projektforschung; Case study; Fallstudie; Case Study; Standadised tests; Standardisierter Test; Language test; Sprachtest; Zweitsprachenerwerb; Ausland; Selbstkonzept; Spanisch; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Bilingualismus; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Attitudinal change; Einstellungsänderung
Abstract	Multilingual practices of translanguaging -- fluid, complex, and dynamic processes of using one's complete linguistic repertoire -- have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students' linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01