Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course

IF 1.5 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Language Identity and Education Pub Date : 2022-05-04 DOI:10.1080/15348458.2022.2058511

Matthew R. Deroo, R. Pontier, Zhongfeng Tian

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引用次数: 3

Abstract

ABSTRACT This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students’ understandings of translanguaging as a theory of language and practice.

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参与机会:研究生TESOL课程中译语的小时刻反思性探究

摘要:本文将小时刻写作策略作为一种反思性实践来支持语言教师和教育者的学习。三位语言教师教育者组成了一个实践社区，分析了一门研究生水平的TESOL课程的录音，重点是动态双语和翻译，以确定教授和他的学生可以利用和制定自己的语言库的机会，以提高他们对翻译语言的理论和实践的意义建构。研究结果揭示了四种类型的参与机会:扩展和继续共同构建关于译语的知识;为师生创造跨语言的空间;让学生澄清关于翻译的不准确或误解;并将先前对语言的理解和社会化复杂化，以及它是如何运作的。本文提供了一些启示，以支持语言教师教育界发展更好地支持学生理解翻译语言作为一种语言理论和实践的教学法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Language Identity and Education Multiple-

CiteScore

5.70

自引率

5.90%

发文量