Creating responsive teachers of Hispanic and bilingual students learning english

Jiménez, Robert T.; David, Sam; Pacheco, Mark B.; Risko, Victoria J.; Pray, Lisa; Fagan, Keenan; Gonzales, Mark

doi:10.4324/9781315779522-4

Cited by 6 publications

(9 citation statements)

References 1 publication

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“…This shows that the translation method has the potential to improve students' writing process which will be very beneficial for the improvement of students' writing performance in the long run. Similarly, researchers in the area of translanguaging pedagogies also reported that bilingual/multi-lingual resources enable students to activate their rich language resources and help generating rich texts (Gort, 2015;Gort and Sembiante, 2015;Jiménez et al, 2015;García and Kleifgen, 2019).…”

Section: Rq1: Has the Translation Methods Improved Chinese College St...mentioning

confidence: 99%

“…Learning activities on the basis of translation is gaining increasing attention among researchers in the area of English as a Foreign Language (EFL) teaching and learning under the influence of translanguaging pedagogies (Atkinson, 1987;Liao, 2006;Calis and Dikilitaş, 2012;Jiménez et al, 2015;Lee, 2018;García and Kleifgen, 2019). Translangauging, according to García (2009), is the "multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds" (García, 2009, p. 45).…”

Section: Introductionmentioning

confidence: 99%

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Empowering Chinese college students in English as a foreign language writing classes: Translanguaging with translation methods

Zhang

2023

Front. Psychol.

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Learning activities based on translation has attracted increasing attention among researchers in English as a Foreign Language (EFL) teaching and learning under the influence of translanguaing pedagogies. This study was designed to examine the effect of translation methods as pedagogical tools on students’ writing performance in EFL classrooms. 89 Chinese college students participated in the study. They were required to complete tests of essay writing before and after the use of the translation method. Nine students were invited to attend an interview after the writing test. Results showed that the students improved their essay writing performance significantly after the translation method. The participating students’ confidence and interest in essay writing were also enhanced. Findings from the study have important implications for effective writing instruction for Chinese EFL college students.

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Section: Rq1: Has the Translation Methods Improved Chinese College St...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Empowering Chinese college students in English as a foreign language writing classes: Translanguaging with translation methods

Zhang

2023

Front. Psychol.

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“…Some ways this can play out in the classroom include affirming students' other languages while explaining why it is important to practice the target language at that time (i.e., ''I'm impressed that you are translating English and Japanese. Let's practice the target language now, so that you can…''), helping students recognize which resources are in alignment or opposition to dominant language ideologies through recontextualizing linguistic resources as valuable (for example, by using translingual curricula, witnessed in Escamilla, 2013;Jiménez et al, 2015), and linguistic hybridity through other creative works as seen in Yoko Tawada's novels written in Japanese and German (and appearing in English with a mix of all three languages), and Junot Diaz's novels which incorporate many Spanish words into the English text.  Utilizing bi/multi/trans literacies within dominant language-centered spaces by recognizing and praising students' multiple languages as markers of success and meaning making, rather than as markers of deficiency.…”

Section: Transitioning From Neoliberal English and Dominant Language ...mentioning

confidence: 99%

Deconstructing Imperialism in English Language Teaching with Alter-Globalization Community in Education

Efron¹,

Mori²

2023

IJSSHR

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The positioning of the English language as the world’s lingua franca has led to the prioritization of an English monolingual ideology, which has, over the years, promoted the English language as a product to be manufactured, sold, and continuously promoted in capitalistic spaces and neoliberal markets as a tool of upward mobility. This paper presents a university teacher-educator project that is continuing to implement an alter-globalized framework in language education. The project focuses on utilizing translingual practices to create more context-based and liberating learning environments for students and teachers, with a recognition of how these practices can empower people beyond schooling. The paper maintains that by shifting away from globalized perspectives rooted in imperialism in language education, the English language can be repositioned as one tool among many for international cross-cultural communication.

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“…Creating a comparative chart supported students' multilingual language awareness by highlighting the relationship between their languages (Auger, 2008;Cenoz & Gorter, 2011;Jiménez et al, 2015). Students creatively and strategically accessed their linguistic repertoires to make sense of their multilingual chart, noticing similarities and differences and direct borrowings.…”

Section: Figure 7 Comparative Chart Of Animal Names In Different Lang...mentioning

confidence: 99%

Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students

Hyun¹,

Heidt

Prasad³

2022

CJAL

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Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins & Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students’ CMLA while building positive bi/multilingual identities, leveraged students’ linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.

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Creating responsive teachers of Hispanic and bilingual students learning english

Cited by 6 publications

References 1 publication

Empowering Chinese college students in English as a foreign language writing classes: Translanguaging with translation methods

Empowering Chinese college students in English as a foreign language writing classes: Translanguaging with translation methods

Deconstructing Imperialism in English Language Teaching with Alter-Globalization Community in Education

Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students

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