Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings

Pontier, Ryan W.; Gort, Mileidis

doi:10.1080/19313152.2016.1150732

Cited by 72 publications

(35 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, as reported by the teacher, she tried to regulate her scaffolding by monitoring the children's understanding: “When I see that they understand, I stop ((using the target gesture)).” In some rare cases, Sukainah's nontranslation policy resulted in a child's frustration. In these cases, the teacher showed her sensitivity to the children's emotional needs and used an intra‐sentence code‐switching to Hebrew, a mediation strategy that has also been observed in other bilingual classrooms (e.g., Gort & Pointier, ; Hickey et al., ; Pontier & Gort, ). As reported in her interview, this contextual code‐switch to Hebrew was aimed at preventing a sustained disconnection in the communication between the teacher and the Hebrew‐using children, or a situation where they might have been in danger.…”

Section: Resultsmentioning

confidence: 82%

See 1 more Smart Citation

“There is No Need for Translation: She Understands”: Teachers’ Mediation Strategies in a Bilingual Preschool Classroom

Schwartz

Gorbatt²

2017

The Modern Language Journal

View full text Add to dashboard Cite

In this study, we explored how major theoretical principles and concepts in the mediation strategies of Vygotsky's sociocultural theory are realized in an Arabic−Hebrew preschool in Israel. The aim of this study was to examine how teachers encourage children to use their second language (L2) during teacher−child conversations. In particular, as a response to relatively low motivation for L2 (Arabic) use, the teachers' mediation was intended to encourage children to use Arabic.The study participants were one Hebrew model teacher, one Arabic model teacher, and children using either Hebrew or Arabic as their first language (L1). We applied a thematic analysis as the methodological framework. Data were collected during one academic year, including video recordings of the teacher−child conversations, and were analyzed quantitatively and qualitatively. The following content categories were extracted: explicit request for use of the L2, managing the children's demand for direct translation, the teacher as a model for the L2 learner, and contributions from language experts. The observation showed that the teachers applied diverse mediation strategies, such as scaffolding, identification of the child's zone of proximal development, and modeling. Avoidance of direct translation was intended to activate children's zone of proximal development and to boost their involvement in L2 learning.

show abstract

Section: Resultsmentioning

confidence: 82%

“…The term “Hebrew model teacher” and “Arabic model teacher” was proposed by Pontier & Gort () as a definition of the bilingual teachers.…”

mentioning

confidence: 99%

“There is No Need for Translation: She Understands”: Teachers’ Mediation Strategies in a Bilingual Preschool Classroom

Schwartz

Gorbatt²

2017

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…Students' translanguaging practices, whether officially encouraged in school or not, have been demonstrated to facilitate engagement, basic and complex comprehension, critical thinking, metalinguistic awareness, and language production (García & Kleyn, 2016;Palmer, Martínez, Mateus and Henderson, 2014;Pontier and Gort, 2016). There is an emerging body of research which documents how translanguaging supports and enhances student meaning making.…”

Section: What Is Translanguaging Pedagogy?mentioning

confidence: 99%

Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

Hoadley

Castillo

Ascenzi-Moreno

2020

Computer Science Education

View full text Add to dashboard Cite

Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives. Objective: We use translanguaging to examine how programming is and isn't like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies. Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects. Findings: Translanguaging pedagogy can leverage learners' (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Implications: Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science.

show abstract

“…Our use of scare quotes here is intentional, as we seek to problematize the assumption that language(s) can be so clearly bounded and that students can be easily assigned to one language group or the other. On the contrary, a substantial and growing body of research has demonstrated that bilingualism is dynamic (García and Sylvan 2011;Sayer 2013;Pontier and Gort 2016) and that student identities are far more complex than such binary labels might suggest (Hamman-Ortiz 2019;Seltzer 2019). In this special issue, we focus particularly on this latter point concerning student identities, as we consider how students across different grade levels and sociolinguistic contexts are experiencing TWBE classrooms and negotiating a sense of self and other within these power-laden spaces.…”

Section: Introductionmentioning

confidence: 99%

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Hamman-Ortiz

Palmer

2020

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

show abstract

Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings

Cited by 72 publications

References 39 publications

“There is No Need for Translation: She Understands”: Teachers’ Mediation Strategies in a Bilingual Preschool Classroom

“There is No Need for Translation: She Understands”: Teachers’ Mediation Strategies in a Bilingual Preschool Classroom

Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

Contact Info

Product

Resources

About