Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated With “Doing Being Bilingual”

Gort, Mileidis

doi:10.1080/19313152.2014.988030

Cited by 69 publications

(30 citation statements)

References 24 publications

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“…Literacy scholars have studied how opening up space for translanguaging in literacy acts results in more diverse texts generated by students, as multilingual learners draw on their full linguistic repertoire to represent things that matter to them. This has been documented by scholars working in different settings with various age groups: early childhood (Gort, 2015;Gort & Sembiante, 2015;Pacheco & Miller, 2016), elementary and middle schools (Fu, 2003(Fu, , 2009Martínez, 2010;Pacheco et al, 2019;Velasco & García, 2014), high schools (de los Ríos Martin-Beltrán, 2014;Seltzer, 2019;Seltzer & Collins, 2016;Stewart & Hansen-Thomas, 2016), and especially universities (Horner, Lu, Royster, & Trimbur, 2011).…”

Section: Generating Students' Diverse Textsmentioning

confidence: 92%

“…Working with bilingual preschoolers, Gort and her colleagues (Gort, 2015;Gort & Sembiante, 2015) showed how translanguaging operates to enable the children's two languages to remain activated throughout the writing process to carry out writing-related tasks. At the elementary and middle school levels, Fu's (2003Fu's ( , 2009 writing research demonstrated how emergent bilingual students leverage translanguaging to write in English.…”

Section: Generating Students' Diverse Textsmentioning

confidence: 99%

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Translanguaging and Literacies

Garcı́a

Kleifgen

2019

Reading Research Quarterly

213

138

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The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.

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Section: Generating Students' Diverse Textsmentioning

confidence: 92%

Section: Generating Students' Diverse Textsmentioning

confidence: 99%

Translanguaging and Literacies

Garcı́a

Kleifgen

2019

Reading Research Quarterly

213

138

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“…Important research on pedagogical aspects of translanguaging have included studies of the ways in which students use their two languages in combination to support bilingual acquisition in small group activities (Martin‐Beltrán, 2014), teachers’ dynamic and interactive use of two languages in classroom instructional settings (Palmer, Martínez, Henderson, & Mateus, 2014), the effects of using two languages concurrently in the teaching of reading (Soltero‐González & Butvilofsky, 2015; Soltero‐González, Sparrow, Butvilofsky, Escamilla, & Hopewell, 2016), among many others. Researchers have used a variety of terms to describe language mixing in classroom contexts, including translanguaging (Durán & Palmer, 2013; García, 2009; Gort, 2015; Gort & Sembiante, 2015; Henderson & Palmer, 2015; Hornberger & Link, 2012; Martin‐Beltrán, 2014; Martínez, Hikida, & Durán, 2015; Martínez‐Roldán, 2015; Palmer et al., 2014; Sayer, 2013; Smith & Murillo, 2015), hybrid language practices (Gutieírrez, Baquedano‐López, & Tejeda, 1999; Gutiérrez, Bien, Selland, & Pierce, 2011; Palmer & Martínez, 2013), holistic bilingualism (Soltero‐González, 2009; Soltero‐González & Butvilofsky, 2015; Soltero‐González et al., 2016; Soltero‐González, Escamilla, & Hopewell, 2011), and codeswitching (Cook, 2001; Fuller, 2009, 2010; Gort, 2012; Martínez, 2010; Moschkovich, 2007; Nava, 2009; Palmer, 2009; Reyes, 2004; Shin, 2005), following the foundational work of Jacobson (1978, 1981, 1990), Milk (1986, 1990), and Faltis (1989, 1990, 1996). See contributions to MacSwan and Faltis (2020) for further examples.…”

Section: Aspects Of Translanguagingmentioning

confidence: 99%

Translanguaging, language ontology, and civil rights

MacSwan

2020

World Englishes

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The author presents a critique of the deconstructivist perspective on translanguaging, which doubts the ontology of discrete speech communities. This paper argues that such a position is inconsistent with a civil rights orientation on language education policy. The paper identifies three aspects of translanguaging -conceptual, pedagogical, and theoretical. It argues that one approach to translanguaging theory, which accepts the deconstructivist perspective on language ontology, is at odds with a civil rights orientation, the backbone of language education policy in the US. The author argues instead for a linguistically and sociolinguistically robust theory of translanguaging. [Correction added on 20 March 2020, after first online publication: Second and fourth sentences in this abstract section have been edited for consistency.]

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“…Rather than compartmentalizing languages and regarding bilingual students as equally competent monolinguals, research proposes that all linguistic resources have an important place in language learning (Creese & Blackledge, 2010;Cummins, 2008;Gort, 2015). Moore (2002) described students' L1 and L2 as a total communicative resource and suggested that codeswitching may help students learn to bridge linguistic and cultural borders.…”

Section: L2 Learners and Codeswitchingmentioning

confidence: 99%

"Only When Absolutely Appropriate": Attitudes Toward Codeswitching in a Public Middle School

McLachlan

2018

Dialogues

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This study examines educator and student attitudes toward codeswitching in a K-12 public school and the perceived role of languages other than English in the learning environment. Although largely unfounded in recent research, it is commonly assumed by educational practitioners that successful second language (L2) acquisition requires the avoidance of the L1. This view commonly manifests itself in generalized monolingual expectations in public schools. In contrast, current research suggests that codeswitching practices are beneficial for language learners, as well as established bilinguals. This paper seeks to uncover educator and student ideas that permeate our public schools concerning codeswitching and L2 acquisition. In addition, this study offers a sociocultural perspective of multilingual language practices and advocates for codeswitching in school as a valid way for all students to use available linguistic resources. Finally, the need for more extensive educational opportunities regarding multilingual language use is emphasized and encouraged for students and teachers alike.

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Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated With “Doing Being Bilingual”

Cited by 69 publications

References 24 publications

Translanguaging and Literacies

Translanguaging and Literacies

Translanguaging, language ontology, and civil rights

"Only When Absolutely Appropriate": Attitudes Toward Codeswitching in a Public Middle School

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