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

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Author
Author
Palmer, Deborah K.; Martinez, Ramon Antonio; Mateus, Suzanne G.; Henderson, Kathryn
Journal
The Modern Language Journal
Details
Resource Type
Journal
Acquisition Number
BE025526
Published Date
07-17-2015 3:55 PM
Published Year
2014
Number of Pages
16
Language(s)
Subscription Only
No
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.
Topics
Dual Language Programs
Case Studies
Bilingual Students
Bilingual Education