Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks

Abstract

In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of 18 fifth‐, sixth‐, and seventh‐grade students; the students' journals about their translation experiences; focus group discussions with the students; audiotapes of para‐phrasing interactions that involved written text; interviews with the students' teachers; and audiotaped process‐focused literacy assessments that provided insights on how children read and interpreted two different kinds of texts, putting both in their own words. Through grounded theorizing, the authors first analyze the skills involved in the everyday para‐phrasing or translation activities performed by immigrant youth. They then identify analogues between these skills and those required for practices of translation, interpretation, and paraphrasing as they are enacted across disciplines and in an array of discourse practices. Finally, they examine classroom practices to identify points of leverage between home and school practices. The authors contribute to the elaboration of the cultural modeling framework by exploring a set of language and literacy practices that frequently occurs in immigrant communities and yet has been little explored to date, and by considering how schools can better engage the skills of bilingual youths. في هذه المقالة يستخدم و يطور المؤلفون إطارا ثقافيا تمثيليا حيث تتجاور ممارستان مختلفتان لمعرفة القراءة و الكتابة و لكنهما في نفس الوقت متماثلتان: ممارسة الترجمة من لغة إلى لغة أو ما يسمى بإعادة الصياغة إعادة صياغة النصوص المكتوبة كممارسة مدرسية في كل التخصصات المواد هي عبارة عن ملاحظات ميدانية جُمِّعت خلال سنتين من المعاينات الاثنوغرافية في منازل و بيوت 18 طالب في الصف الخامس والسادس والسابع و يوميات الطلاب خلال تجاربهم في الترجمة و مناقشات مركزة مع الطلاب و كذلك أشرطة تسجيلية لمحاورات تفاعلية في إعادة صياغة لنصوص مكتوبة بالإضافة إلى محادثات مع أساتذة الطلاب و أشرطة مسجلة تقيم عملية القراءة و الكتابة أمدتنا برؤيا حول كيفية تعامل الطلاب مع نصوص مختلفة و كيف يترجمونها بكلماتهم و عباراتهم الخاصة. و من خلال عملية تنظيرية محكمة يحلل المؤلفون المهارات المستخدمة في عمليتي إعادة الصياغة و الترجمة التي يقوم بها مجموعة من الشباب المهاجرين. ثم يتعرفون على أوجه التشابه و المماثلة بين هذه المهارات و المهارات اللازمة في الترجمة و الترجمة الفورية و إعادة الصياغة كما هي مطبقة في مختلف الاختصاصات و في خطابات متعددة. و في الأخير يتنبهون إلى الممارسات داخل الصف ليتعرفوا على نقاط التفاعل بين ممارسات البيت و المدرسة . و يساهم المؤلفون في تطوير الإطار الثقافي التمثيلي من خلال فحص مجموعة من الممارسات المتعلقة بالقراءة و الكتابة التي تظهر عند مجموعات المهاجرين و التي لم يتم استغلاها بعد من خلال معرفة كيف يمكن للمدارس أن تستغل مهارات الطلاب الثنائيي اللغة. 本文作者利用及加以阐述一个文化模塑框架，从而并列出两个不同却可类比的阅...

Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals

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Translingual approaches to reading and writing: Centering students’ languages and cultures within reflective practices of translation

“…Similarly, writing teachers at post-secondary levels can benefit from empirical and pedagogical research conducted at the secondary level, such as studies of students' translanguaging practices in out-of-school contexts (Orellana & Reynolds, 2008) and pedagogical models that make similar use of translation exercises as a window and scaffold to students' growing understandings about language (Jimé-nez, David, Fagan, Risko, Pacheco, Pray & Gonzales, 2015). Such an attention might help literacy teachers across all levels recognize the gaps in curricular and pedagogical moves taken in supporting multilingual students' linguistic and social development and explore ways to bridge such gaps through pedagogical innovations such as the one presented here.…”

Talking about texts: Middle school students’ engagement in metalinguistic talk

“…Increasingly a number of these scholars have produced work that promotes curriculum changes (Alim & Baugh, 2007;Carbone & Orellana, 2010;Gutiérrez et al, 1997;Lee, 2007;Martínez, 2010;Orellana & Reynolds, 2008) prompting educators to continue to look for ways to create classroom communities that authenticate, integrate, and connect classroom literacy practices to the practices of their own students' various communities (Gutiérrez et al, 1997). The curriculum presented in this study builds on this scholarship and is situated within a sociocultural tradition that explores the relationship between language practices in and out of school.…”

“…In this paper, discourse analytical methods are applied to data from two middle school classrooms, as a teacher, researcher, and students' engage in research based curricula (Martínez, Orellana, Pacheco, & Carbone, 2008;Orellana & Reynolds, 2008) designed to leverage students' language brokering skills and facilitate discussion about languages. Analysis centers on teacher and researcher mediated talk that engages students in exploring their linguistic skills through an examination of voice and register in multiple settings.…”

“…Schools, however, have failed to embrace this new knowledge in meaningful ways. While research continues to highlight students' repertoires of practice it also increasingly underscores how students' own learning and literacy experiences are not often reflected in the school practices in which they engage (Gee, 2004;Gutiérrez, Baquedano-Lopez, & Asato, 2001;Gutiérrez, Banquedano-Lopez, & Turner, 1997;Lankshear & Knobel, 2003;Luke, 2005;Moje et al, 2004;Orellana & Reynolds, 2008;Street, 2003). This is supported by much of the work that has detailed what counts as literacy and what literacy practices are valued across a range of disciplines and contexts (Barton, Hamilton, & Ivanic, 2000;Collins & Blot, 2003;Gallego & Hollingsworth, 2000;Heath, 1983;Street, 1993;Unsworth, 2006).…”