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Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
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In: Michigan Reading Journal (2021)
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| 2 |
Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners
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Abstract:
The translanguaging turn in language education offers a new perspective on multilingualism by positing that multilingual learners have one linguistic repertoire rather than two or more autonomous language systems (García Li Wei, 2014). When learners engage in translanguaging, they draw on all the features from their repertoire in a flexible and integrated way (Otheguy, García, Reid, 2015). While many studies have advocated for the use of teacher-led pedagogical translanguaging, less research has documented the affordances of student-led collaborative translanguaging, and the factors that may constrain their use of translanguaging. My study is a step in this direction as it provides evidence of the potential of translanguaging as an intentional and agentive student-led collaborative pedagogy for multilingual learners. My research was a case study of two trilingual Grade 5 English language classes in a Malaysian elementary school – one class with an English-only policy, and one class without. Over 6 months, I recorded learners’ interactions as they worked in groups of 3-5 on collaborative learning activities. My data sources also included interviews with 55 learners and their two teachers, artefacts, field notes, and reflexive journal entries. Using sociocultural critical discourse analysis (Fairclough Wodak, 1997; Mercer, 2004), I conducted qualitative and quantitative analyses of 100 30-minute to 1.5-hour long transcripts of learners’ interactions, and conducted a thematic analysis (Nowell, Norris, White Moules, 2017) of the interviews. The results revealed that learners in both classes used translanguaging agentively to fulfil 100 cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive functions that supported their individual and collective learning. Even with an English-only policy in place, learners harnessed the affordances of translanguaging using multimodal resources such as symbols, images, videos, and gestures. However, their specific language choices and beliefs about language were influenced and at times constrained by the teacher’s language policies and practices, parental discourses about linguistic capital, and ethnic tensions in the country. My research positions translanguaging as collaborative and agentive, socioculturally situated and culturally responsive, and a resource for learning as well as a process of learning. As an outcome of this study, I provide recommendations for a collaborative translanguaging pedagogy approach. ; Ph.D.
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Keyword:
0515; collaborative learning; English as a Second Language; English Language Learner; language policy; multilingual education; translanguaging
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URL: http://hdl.handle.net/1807/97590
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| 3 |
Looking for gold: Role play and writing in a northern rural Canadian kindergarten classroom
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| 4 |
Boys and New Literacies: Honouring Out-of-school Literacies Within Classroom Practice
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| 5 |
After Reading Recovery: Collective Case Studies of the Writing Development of Former Reading Recovery Students in Grade Two
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| 6 |
Play-Based Intervention Supporting Kindergarten Children’s Language in a Northern Ontario First Nations Community
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In: The MT Review; 2018: Inaugural Issue (2018)
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| 7 |
Young children’s use of cohesion and facework: Interactions at the classroom sand centre ; Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies
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| 8 |
A Case Study in Meaning-making in a University-level Expressive Writing Class
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| 9 |
Teacher intervention to support oral language and literacy in dramatic play contexts
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| 10 |
Assessing Multiliteracies: Mismatches and Opportunities
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In: Language and Literacy; Vol 16, No 1 (2014): Regular Issue; 1 - 20 ; 1496-0974 (2014)
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| 11 |
Examining Reading Processes and Engagement of Struggling and Proficient Readers when Using iPads
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| 12 |
Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels
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| 14 |
Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study
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