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Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging
Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.
Journal Article
Say It in Your Language: Supporting Translanguaging in Multilingual Classes
Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.
Journal Article
Beyond the \English Learner\ Label: Recognizing the Richness of Bi/Multilingual Students' Linguistic Repertoires
The terminology that we use to refer to English learners has shifted over the past two decades, from limited English proficient to English language learner to what is now the preferred term in California and, increasingly, other states: English learner. Yet, what has not changed is how this category continues to limit our thinking about bilingual/multilingual students. English learner is a label that conceals more than it reveals. It emphasizes what these students supposedly do not know instead of highlighting what they do know. As a category, “English learner” constrains our ability to perceive the many strengths that bilingual/multilingual students bring to the classroom—strengths on which we might build to support their language and literacy learning. The author describes how this label distorts our view of bilingual/multilingual students and proposes an alternative perspective that highlights the richness of these students’ linguistic repertoires.
Journal Article
Augmented human : how technology is shaping the new reality
Augmented reality (AR) blurs the boundary between the physical and digital worlds. In AR's current exploration phase, innovators are beginning to create compelling and contextually rich applications that enhance a user's everyday experiences. In this book, Dr. Helen Papagiannis, a world leading expert in the field, introduces you to AR: how it's evolving, where the opportunities are, and where it's headed.
Book
Toward a \Corridista\ Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
This article examines instances of a U.S.-Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.-Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents' literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.
Journal Article
Culturally Sustaining Instruction for Arabic‐Speaking English Learners
Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.
Journal Article
A Transraciolinguistic Approach for Literacy Classrooms
Across the globe, students increasingly use literacies to cross boundaries, locally and globally, virtually and geographically, willingly and involuntarily. They cross these boundaries with versatile linguistic backgrounds that allow them to effectively navigate new school and life worlds. Many students who cross boundaries are students of color who wrestle with what it means to critically read the word and the world even as they grapple with racialization. At the intersection of students’ border-crossing, languaging, and racialization are opportunities for understanding how teachers can center race by identifying and leveraging literate assets that immigrant and transnational students of color use to make meaning in and beyond classrooms. In this article, I present a transraciolinguistic approach as an intersectional and critical tool for centering race and racialized language while also addressing border-crossing in students’ literacy practice. Recommendations for teachers who wish to foster a transraciolinguistic approach to support critical literacy practice for all students are discussed.
Journal Article