Translanguaging in the Mainstream Classroom
Nowadays, bilingualism is a growing trend among our always multicultural society. A big part of achieving additive bilingualism rest on the principles of bridging all linguistic systems. The process of translanguaging provides opportunities for the speaker to retrieve pre-existing knowledge in order...
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| Format: | Online |
| Language: | eng |
| Created: |
Oscar Rennebohm Library
2021
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| Online Access: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/37 |
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| Summary: | Nowadays, bilingualism is a growing trend among our always multicultural society. A big part of
achieving additive bilingualism rest on the principles of bridging all linguistic systems. The
process of translanguaging provides opportunities for the speaker to retrieve pre-existing
knowledge in order to make meaning in the new language.
The purpose of the study is to address translanguaging from the theorical aspect to the
implementation, and implication(s) that might arise while utilizing code-switching in the
mainstream classroom. For the reasons stated above, translanguaging will be analyze by posing
the following research questions (1) What is currently known about the effect of translanguaging
in a mainstream classroom? (2) What is currently utilized as a form of pedagogy when
implementing translanguaging in a multicultural classroom?
There is an extensive number of themes that can influence the success of code-switching, varying
from education policies, teacher ideology, speaker identity and background, therefore, through this
extensive literature review a comparison between theory, practical application, and external
elements will be presented. The basis of the academic part of this literature review is stablish on
the Theory of Developmental Interdependence introduced by Cummins, which states a close
interdependence between linguistic systems, that is if utilized as an asset in the classroom bilingual
students can benefit from building a connective linguistic bridge. As a result, those students who
are competent in these principles can achieve desirable results in the secondary language.
Nonetheless, challenges are presented due to a lack of supportive education policy that can provide
better time allotment, and appropriate resources for the proper implementation of translanguaging.
The readiness does not entire depends on policies, but also in the general understanding of the
Translanguaging and Heritage Speakers positive impact of code-switching among administrators, teachers, families and especially
students, who are ultimately the decisive factor in a successful implementation. |
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