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Translanguaging to Promote Biliterac...

Guzman, Genesis,

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Translanguaging to Promote Biliteracy and Multiculturalism /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Translanguaging to Promote Biliteracy and Multiculturalism // Genesis Guzman.
Author:	Guzman, Genesis,
Description:	1 electronic resource (56 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-11.
Contained By:	Masters Abstracts International85-11.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31300717
ISBN:	9798382774046

Translanguaging to Promote Biliteracy and Multiculturalism /
Guzman, Genesis,

Translanguaging to Promote Biliteracy and Multiculturalism /Genesis Guzman. - 1 electronic resource (56 pages)

Source: Masters Abstracts International, Volume: 85-11.

Dual language schools aim to increase the amount of bilingual, biliterate, and multicultural students. However, dual language programs have different perspectives in regards to language learning practices that play out in their classrooms. Language separation and translanguaging are practices that are often debated in dual language programs. Translanguaging is the use of one language in order to teach another, while language separation is the belief that languages should not be combined. Supporters for language separation believe that allowing students to engage in translanguaging will hinder them from learning the target language. Additionally, translanguaging adversaries state that translanguaging reinforces biases, is inequitable, and does not produce elite bilinguals. On the other hand, advocates for translanguaging argue that translanguaging is a natural practice of bilinguals that allows students to make connections among languages, personal interactions to content, promotes social and academic engagement, and encourages authentic communication. Research has found that implementation of translanguaging in classrooms results in a variety of benefits such as improved language and content learning, aid in social justice and creation of bilingual identities, and building of a dynamic classroom environment. Several translanguaging strategies were bundled into an attached handbook and categorized into one of three types: physical environment strategies, student resources/tactics, and teacher strategies. All strategies aim to help students achieve bilingualism, biliteracy, and multiculturalism.

English

ISBN: 9798382774046Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Biliteracy

Translanguaging to Promote Biliteracy and Multiculturalism /
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520 $a Dual language schools aim to increase the amount of bilingual, biliterate, and multicultural students. However, dual language programs have different perspectives in regards to language learning practices that play out in their classrooms. Language separation and translanguaging are practices that are often debated in dual language programs. Translanguaging is the use of one language in order to teach another, while language separation is the belief that languages should not be combined. Supporters for language separation believe that allowing students to engage in translanguaging will hinder them from learning the target language. Additionally, translanguaging adversaries state that translanguaging reinforces biases, is inequitable, and does not produce elite bilinguals. On the other hand, advocates for translanguaging argue that translanguaging is a natural practice of bilinguals that allows students to make connections among languages, personal interactions to content, promotes social and academic engagement, and encourages authentic communication. Research has found that implementation of translanguaging in classrooms results in a variety of benefits such as improved language and content learning, aid in social justice and creation of bilingual identities, and building of a dynamic classroom environment. Several translanguaging strategies were bundled into an attached handbook and categorized into one of three types: physical environment strategies, student resources/tactics, and teacher strategies. All strategies aim to help students achieve bilingualism, biliteracy, and multiculturalism.
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