Centring on Students' Needs by Engaging in Translanguaging Shifts
Saved in:
| Title: | Centring on Students' Needs by Engaging in Translanguaging Shifts |
|---|---|
| Language: | English |
| Authors: | Chiu-Yin Wong (ORCID |
| Source: | ELT Journal. 2024 78(3):284-296. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Translation, Code Switching (Language), Language Usage, Student Needs, English (Second Language), Language Teachers, Poetry, Multilingual Materials, Cooperative Learning, Teaching Methods |
| DOI: | 10.1093/elt/ccae004 |
| ISSN: | 0951-0893 1477-4526 |
| Abstract: | The study reports how an ESOL teacher engaged in translanguaging shifts in a content and language integrated learning classroom in the United States. The study findings, from ethnographic methods and conversation analysis, indicated that the teacher engaged in translanguaging shifts centring on the students' learning needs. She created a co-learning environment in which she and the students co-developed a poem in an English and a bilingual version. In the process of co-creation, not only did the students learn new content, but their identities were valued and affirmed. With her strong translanguaging stance, the teacher let go of control and learnt from the students instead. Based on the findings, I provide recommendations and practical suggestions for teachers, teacher educators, and school leaders. I argue that translanguaging shifts play a crucial role in translanguaging pedagogy. However, teachers cannot work alone in their implementation; it requires different stakeholders to work together--"juntos" to ensure student success. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445391 |
| Database: | ERIC |
| Abstract: | The study reports how an ESOL teacher engaged in translanguaging shifts in a content and language integrated learning classroom in the United States. The study findings, from ethnographic methods and conversation analysis, indicated that the teacher engaged in translanguaging shifts centring on the students' learning needs. She created a co-learning environment in which she and the students co-developed a poem in an English and a bilingual version. In the process of co-creation, not only did the students learn new content, but their identities were valued and affirmed. With her strong translanguaging stance, the teacher let go of control and learnt from the students instead. Based on the findings, I provide recommendations and practical suggestions for teachers, teacher educators, and school leaders. I argue that translanguaging shifts play a crucial role in translanguaging pedagogy. However, teachers cannot work alone in their implementation; it requires different stakeholders to work together--"juntos" to ensure student success. |
|---|---|
| ISSN: | 0951-0893 1477-4526 |
| DOI: | 10.1093/elt/ccae004 |
