Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
Bilingual and multilingual students in the two-way immersion (TWI) program often use their language repertoire to engage in conversations with others in the target language. This literature review aims to answer how teachers and students are employing translanguaging in bilingual and multicultural c...
Saved in:
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | eng |
| Created: |
Oscar Rennebohm Library
2021
|
| Online Access: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/33 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Bilingual and multilingual students in the two-way immersion (TWI) program often use their
language repertoire to engage in conversations with others in the target language. This literature
review aims to answer how teachers and students are employing translanguaging in bilingual and
multicultural classrooms. The method included obtaining data from a structured approach with
the following key terms: translanguaging, code-switching, two-way immersion, and challenges
when using translanguaging. Findings showed that educators in the two-way immersion program
are unsure how to use translanguaging in the classroom. Teachers' absence of translanguaging
strategies limits bilingual and multilingual students' understanding when receiving content area.
The implications support the idea that translanguaging is a productive practice for developing
bilingual and multilingual students' languages repertoire. The recommendations include
changing TWI policy regarding the implementation of translanguaging, creating spaces for
students translanguaging, and giving educators professional development training to have more
bilingual educational abilities. |
|---|