Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

Deborah K. Palmer; Ramón Antontio Martínez; Suzanne G. Mateus; Kathryn Henderson

doi:10.1111/modl.12121

journal article Sep 01, 2014

Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

Deborah K. Palmer

Ramón Antontio Martínez Suzanne G. Mateus Kathryn Henderson

The Modern Language Journal Vol. 98 No. 3 pp. 757-772 · Wiley

View at Publisher Save 10.1111/modl.12121

Abstract

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two‐way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre‐kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.

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References

Details

Published: Sep 01, 2014
Vol/Issue: 98(3)
Pages: 757-772
License: View

Authors

D

Deborah K. Palmer

University of Texas at Austin Department of Curriculum and Instruction 1912 Speedway Stop D5700 Austin Texas 78712

R

Ramón Antontio Martínez

University of Texas at Austin Department of Curriculum and Instruction 1912 Speedway Stop D5700 Austin Texas 78712

S

Suzanne G. Mateus

University of Texas at Austin Department of Curriculum and Instruction 1912 Speedway Stop D5700 Austin Texas 78712

K

Kathryn Henderson

University of Texas at Austin Department of Curriculum and Instruction 1912 Speedway Stop D5700 Austin Texas 78712

Cite This Article

Deborah K. Palmer, Ramón Antontio Martínez, Suzanne G. Mateus, et al. (2014). Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom. The Modern Language Journal, 98(3), 757-772. https://doi.org/10.1111/modl.12121

Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

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