Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices
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| Title: | Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices |
|---|---|
| Language: | English |
| Authors: | Holland White (ORCID |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(2):802-829. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Multilingualism, Second Language Learning, Second Language Instruction, Code Switching (Language), English (Second Language), Language Usage, Native Language, Instructional Materials, Teacher Attitudes, Faculty Development, Educational Practices, Theory Practice Relationship, Educational Policy, Classroom Communication, Translation, Classroom Techniques, Teacher Student Relationship |
| DOI: | 10.1002/tesq.3258 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | This study investigates how five teachers of multilingual learners (MLLs), working in an officially English-centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English-centric policies at their schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424120 |
| Database: | ERIC |
| Abstract: | This study investigates how five teachers of multilingual learners (MLLs), working in an officially English-centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English-centric policies at their schools. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.3258 |
