Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse

Autor/inn/en	Gort, Mileidis; Sembiante, Sabrina Francesca
Titel	Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse
Quelle	In: International Multilingual Research Journal, 9 (2015) 1, S.7-25 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.981775
Schlagwörter	Bilingualism; Code Switching (Language); Cultural Background; Language Variation; Self Concept; Role; Educational Policy; Bilingual Education; Preschool Teachers; Bilingual Teachers; Teaching Methods; Spanish; English (Second Language); Second Language Learning; Academic Discourse; Ethnography; Hispanic Americans; Classroom Communication; Translation; Teacher Student Relationship; Preschool Children; Early Childhood Education; Florida + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachenvielfalt; Selbstkonzept; Rollen; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Discourse; Diskurs; Ethnografie; Hispanic; Hispanoamerikaner; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions between language separation ideology and its practical realization in early bilingual education by co-constructing and enacting flexible bilingual pedagogic practices in support of Spanish-English emergent bilingual children's participation in language and literary activities and performance of academic discourse. Teachers' translanguaging practices of code-switching, translation, bilingual recasting, and language brokering drew on children's linguistic and cultural funds of knowledge, supported experimentation with new language forms, and integrated various languages and language varieties, while recognizing, validating, and expressing their shared bilingual identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01