Translanguaging and Positioning in Two-Way Dual Language Classrooms: A Case for Criticality

Autor/in	Hamman, Laura
Titel	Translanguaging and Positioning in Two-Way Dual Language Classrooms: A Case for Criticality
Quelle	In: Language and Education, 32 (2018) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamman, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1384006
Schlagwörter	Bilingualism; Elementary School Students; Code Switching (Language); Role; Teaching Methods; Immersion Programs; Case Studies; Bilingual Education Programs; Language Usage; Native Language; Second Language Learning; Sociolinguistics; English (Second Language); Classroom Communication; Spanish; Discourse Analysis; Elementary School Teachers; Ethnography + Suchen Sie Ihr Suchwort? Bilingualismus; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Case study; Fallstudie; Case Study; Sprachgebrauch; Zweitsprachenerwerb; Soziolinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Spanisch; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnografie
Abstract	This article examines the role of translanguaging practices and pedagogies in two-way dual language classrooms. Much of the recent expansion of dual language programs across the US has occurred in mid-sized cities and rural communities where English monolingualism is the norm; however, the extant literature on flexible language practices in bilingual learning spaces has largely ignored the implications of translanguaging in these contexts. This case study of a Midwestern dual language classroom provides evidence that flexible language practices can both bolster and hinder the aims of two-way programs. Drawing from these findings, I argue for the creation of a "critical translanguaging space," a sociolinguistic learning environment that interrogates micro- and macro-level power flows in the classroom and establishes strategic spaces for language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01