Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education

Autor/inn/en	Mazak , Catherine M.; Herbas-Donoso, Claudia
Titel	Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education
Quelle	In: Critical Inquiry in Language Studies, 11 (2014) 1, S.27-49 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2014.871622
Schlagwörter	Code Switching (Language); Second Language Learning; Language Attitudes; Science Instruction; Puerto Ricans; Interviews; College Faculty; English (Second Language); Language of Instruction; Spanish; Bilingualism; Literacy; Language Usage; Educational Practices; Higher Education; Puerto Rico + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Puerto Rican; Puerto-Ricaner; Interviewing; Interviewtechnik; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Spanisch; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The undisputed position of English as the "international language of science" has resulted in a push for its use in college science classrooms in non-English-dominant contexts worldwide. This study uses classroom observation and interviews to examine the use of Spanish and English in college science classrooms at a land-grant university in Puerto Rico. Using an ecology of languages framework, and particularly drawing on Hornberger's Continua of Biliteracy for the study of learning in bilingual contexts, analysis of 15 class observations and interviews showed that professors used multiple classroom translanguaging practices to teach science. At the same time, they held strongly to the ideology of English as "the language of science" and believed it was important for all science students to use English. Thus, professors' practices and their ideologies rested on opposing ends of the context continua of biliteracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10