Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills

“Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes

“…Sayer (2011) further complicated translanguaging practices by discussing how Spanish-speaking students and the teacher in a second-grade classroom of a transitional bilingual school crossed between the standard Spanish language, the local vernacular and English. Worthy et al (2013) also discuss how a fifth-grade teacher strategically used translanguaging during read-alouds to support bilingual students' learning of vocabulary words and comprehension of texts. These studies highlight how translanguaging during instruction supports children's learning by helping them negotiate the meaning of academic content.…”

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).…”

“…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). Translanguaging pedagogies have been shown to support various linguistic, educational, affective, and sociocultural functions, including conveying meaning, orienting students to learning strategies, explaining grammatical structures and linguistic features, making relevant connections between the academic content and students' experiences, revealing emergent understandings and elucidating inaccuracies, alerting students to important new vocabulary, and organizing/managing class activities García, 2013;Gort & Pontier, 2013;Palmer, Martínez, Mateus, & Henderson, 2014).…”

Promoting and Maintaining Bilingualism and Biliteracy: Cognitive and Biliteracy Benefits & Strategies for Monolingual Teachers

“…Furthermore, an analysis of literature discussions that focused in read-alouds in English in a fifth grade transition bilingual program examined the effects of a teacher's responsiveness to students' linguistic and cultural resources (e.g. allowing code-switching), and these practices resulted in students' efficient use of comprehension and metalinguistic and vocabulary strategies (Worthy et al, 2013).…”