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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 0000-0001-9719-7804), Emily Phillips Galloway (ORCID 0000-0001-9654-9716), Robert T. Jiménez
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
FullText Text:
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  Data: Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices
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  Data: <searchLink fieldCode="AR" term="%22Holland+White%22">Holland White</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9719-7804">0000-0001-9719-7804</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Phillips+Galloway%22">Emily Phillips Galloway</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9654-9716">0000-0001-9654-9716</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robert+T%2E+Jiménez%22">Robert T. Jiménez</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%3A+A+Journal+for+Teachers+of+English+to+Speakers+of+Other+Languages+and+of+Standard+English+as+a+Second+Dialect%22"><i>TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect</i></searchLink>. 2024 58(2):802-829.
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  Data: 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
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  Data: 28
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: 10.1002/tesq.3258
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  Data: 0039-8322<br />1545-7249
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1424120
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        Value: 10.1002/tesq.3258
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        PageCount: 28
        StartPage: 802
    Subjects:
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Usage
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Faculty Development
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      – SubjectFull: Educational Practices
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Translation
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Teacher Student Relationship
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      – TitleFull: Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices
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