Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

Abstract

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two‐way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre‐kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.

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

“…Of course, this kind of dialogue would also necessarily involve listening to and learning from teachers, as well as recognizing and building on the ways in which they are already modeling for their students that it is possible, acceptable, and sometimes even preferable to draw flexibly on their bilingual repertoires. In our view, this type of dialogue is a necessary first step if we seek to help dual language teachers embrace translanguaging pedagogies (García & Sylvan, 2011;Gort & Pontier, 2013;Palmer et al, 2014) that recognize and build on their students' everyday bilingualism. This is precisely the kind of dialogue that we have initiated with Ms. Birch and Ms. Quixote.…”

“…Despite such policies, bilingual students continue to engage in translanguaging in dual language classrooms in ways that highlight their rich and flexible bilingual repertoires (Martin-Beltrán, 2010;Palmer, 2009). While some research has begun to explore pedagogical possibilities related to everyday translanguaging in dual language classrooms (García & Sylvan, 2011;Gort & Pontier, 2013;Martin-Beltrán, 2010;Palmer, Martínez, Mateus, & Henderson, 2014), relatively little is known about dual language teachers' beliefs and feelings about translanguaging. We contribute to the existing literature on translanguaging in dual language classrooms by drawing on a framework from linguistic anthropology to explicitly address teachers' language ideologies.…”

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry

“…Of these, 23 presented connections across verbal and literary modalities, wherein conversation supported understanding and production of text, and/or translanguaged text informed later class discussion and oral language skills. in verbal interactions included informal exchanges between students or between students and adults during unstructured spaces in the classroom or social spheres (Milu, 2013;Wei, 2011a), formal lesson delivery and assembly addresses (Creese & Blackledge, 2010;Palmer, Martínez, Mateus, & Henderson, 2014;Williams, 1996Williams, , 2000Williams, , 2002, and conversations about academic content during collaborative work (López-Gopar, Núñez-Méndez, Sughrua, & Clemente, 2013;Martin-Beltrán, 2014;Sayer, 2013). Likewise, translanguaging in literacy included translating and clarifying texts (Hélot, 2011;Vaish & Subhan, 2015); codemeshing in composition to establish an author's voice or to convey complex ideas academically or in online social network forums (Canagarajah, 2011a(Canagarajah, , 2011bCenoz & Gorter, 2011;Makalela, 2014); and consulting texts (both printed and online) in multiple languages during research (Martin-Beltrán, 2014;Mazak & HerbasDonoso, 2014;Sayer, 2013).…”

Revisiting Dual Language, Six Years Later: A Study on Educators’ Perceptions of Dual Language Effectiveness from Pre-Kinder through Third Grade in Spain

“…In CLIL, research and theories of Krashen (1981), Collier & Thomas (2004), Cummins (2012a, 2012b), and Marsh (2013 are evidenced. The theoretical foundation is further supported by research conducted by Quirk and Beem, 2012;Palmer, Mateus, Martinez, and Henderson, 2014;and Lindholm-Leary and Hernandez, 2011. It was Kofi Annan who noted that arguing against globalization is like arguing against the laws of gravity -the same can now be said of CLIL.…”