Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

“…When asked about such instances of translanguaging, Ms. Birch explained them by calling them "weird" and saying that she was "just being lazy." These explanations parallel many of the deficit rationales that the first author (Martínez, 2013) reported hearing from middle school students when he asked them to explain their code-switching, and they similarly reflect ideologies of linguistic purism that frame language mixing as deviant and deficient. Again, an important distinction is that Ms. Birch did not articulate ideologies of monoglot purism because she was firmly committed to advocating and cultivating bilingualism.…”

“…Because ideologies of linguistic purism undergird approaches to language separation, it is instructive to consider how such ideologies might emerge in dual language teachers' perspectives on translanguaging. Although some educational researchers have begun to explore ideologies of linguistic purism among students, teachers, and pre-service teachers (Ek, Sánchez, & Quijada Cerecer, 2013;López, 2012;Martínez, 2013), relatively little is known about how teachers in dual language classrooms articulate and embody such ideologies with respect to translanguaging. …”

Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse

“…Through translanguaging, students figure out word meanings and academic concepts; display comprehension and developing expertise; develop and maintain dual language competence and, by extension, their bicultural identity; build sophisticated understandings of text and language; as well as participate in identity performances with their classmates that socialize them into the classroom as competent group members (Martínez, 2013;Sayer, 2013;Worthy, Durán, Hikida, Pruitt, & Peterson, 2013). As a pedagogic resource, bilingual teachers draw on translanguaging to expand language boundaries; to create multiple opportunities for language learning; to represent authentic situations that reflect the multilingual communities within and outside the classroom; to transmit information; to model and scaffold comprehension, vocabulary, and metalinguistic strategies; and to perform identities using the linguistic signs at a learner's disposal (García, 2013;Nichols & Colón, 2000;Worthy et al, 2013).…”

“There's No Way This Isn't Racist”: White Women Teachers and the Raciolinguistic Ideologies of Teaching Code‐Switching

“…Examinations of language ideologies—the “beliefs, or feelings, about languages as used in their social worlds” (Kroskrity :498) that are “embedd[ed] … within broader social, cultural, historical, and political contexts” (Martinez :278)—have long worked to explicate the relationship(s) between language and power. In research on language use, language expectations, and language pedagogy in schools, particular attention has been paid to the “co‐naturalization” (Rosa ) of race and language (e.g., Alim ; Aneja ; Davila ).…”