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...

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Main Author: Velin, Jenny
Format: Online
Language:eng
Created: Oscar Rennebohm Library 2021
Online Access:http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/33
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spelling edcoai_p16315coll4-33 Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms Velin, Jenny 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. Translanguaging (Linguistics); Education, Bilingual; Code switching (Linguistics); English language--Study and teaching--Immersion method 2021-08 United States eng Text application/pdf ESC-2021-Velin Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/33
institution Edgewood College
collection OJS
language eng
format Online
author Velin, Jenny
spellingShingle Velin, Jenny
Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
author_facet Velin, Jenny
author_sort Velin, Jenny
title Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
title_short Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
title_full Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
title_fullStr Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
title_full_unstemmed Translanguaging in Schools: A multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
title_sort translanguaging in schools: a multilingual perspective on how teachers and students face translanguaging in bilingual and multicultural classrooms
description 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.
publisher Oscar Rennebohm Library
publishDate 2021
url http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/33
_version_ 1801568084164608000

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