This article examines how one second‐grade dual‐language teacher supported translanguaging during interactive read‐alouds and literacy discussions while working in a district that emphasized the use of separate languages. Drawing on classroom observations, interviews, and field notes, we illustrate how the teacher encouraged students to use their bilingual resources to participate, construct meaning, and discuss texts. The findings show how translanguaging, language ideologies, and broader raciolinguistic assumptions intersected during classroom interactions and how intentional teacher responses disrupted language policing while affirming students' bilingualism. We conclude with practical recommendations for literacy educators seeking to create more linguistically just and participatory classrooms.
This qualitative case study examines how a multimodal translanguaging pedagogy shaped emergent bilingual children's biliteracy engagement in a community-based Korean heritage language classroom. Although heritage language classrooms support language maintenance, monolingual expectations can limit children's use of the...
Kyungjin Hwang· Literacy Research Theory Met...· 0 citations
Abstract
Using a qualitative multiple-case study design, this study examines how joy-centred translanguaging pedagogy promotes inclusion and justice in multilingual ESL classrooms in Pakistan. Grounded in the framework of translanguaging space, the study draws on classroom observations and semi-structured interviews wi...
R. Khan, Cheng-Yu Liu· Journal of Teaching and Lear...· 0 citations
While the population of emergent bilingual students continues to increase in U.S. schools, the teaching force remains predominantly White and monolingual, with many educators underprepared in how to support emergent bilingual students’ literacy development or sustain their diverse linguistic practices. This is reflecte...
Reading engagement is a key factor in children's literacy development, yet it often receives limited attention in classroom practice. Linguistically diverse learners may face added challenges when formal reading education and assessment focus only on the language(s) of schooling. Understanding reading engagement ac...
Charlie Robinson-Jones, Doaa Abdul Hussain, Jude Callaghan et al.· The Reading teacher· 0 citations
Abstract This study investigates how Chinese secondary school students and teachers navigate English language learning through translanguaging practices in South-Eastern China, drawing on data obtained from classroom observations and interviews with teachers from secondary schools from rural and urban contexts of China...
In multilingual classrooms, particularly in the Philippines, code-switching has become an important instructional practice for addressing language barriers and supporting meaningful classroom interaction. This study explored the lived experiences of public junior high school English teachers in using code-switching as...
Maureen Mae Perez, Cristobal Ambayon· Psychology and Education: A...· 0 citations
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