Journal of Language Identity and Education最新文献

{"title":"Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course","authors":"Matthew R. Deroo, R. Pontier, Zhongfeng Tian","doi":"10.1080/15348458.2022.2058511","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058511","url":null,"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.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"38 1","pages":"160 - 173"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue","authors":"R. Pontier, Zhongfeng Tian","doi":"10.1080/15348458.2022.2058857","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058857","url":null,"abstract":"Translanguaging is now well documented as both theory and practice/pedagogy (e.g., Cenoz & Gorter, 2021; Creese & Blackledge, 2010; García, 2009; García et al., 2021; García & Wei, 2014; Lin, 2019; Ossa Parra & Proctor, 2021; Otheguy et al., 2015; Paulsrud et al., 2021; Pontier et al., 2020; Sánchez & García, 2021; Tian et al., 2020). As a theory, it highlights the unique, dynamic, creative, and intelligent ways that multilinguals perform while drawing on their entire linguistic repertoire (García & Wei, 2014). As a transformative practice/pedagogy, translanguaging provides access to otherwise incomprehensible texts and oral messaging (Celic & Seltzer, 2013; Creese & Blackledge, 2010), creates and sustains possibilities for effective interaction with diverse groups of students (García et al., 2017), counters hegemonic policies and expectations of both schools and society (Gort & Pontier, 2013; Sánchez et al., 2018), mirrors the community’s languaging practices (Martin-Beltrán, 2014), and affirms marginalized students’ identities (Canagarajah, 2011; Durán & Palmer, 2014; Sayer, 2013). Given its liberatory nature, translanguaging has been gaining traction with many critical TESOL and bilingual education scholars who draw on translanguaging in teacher education programs (Deroo & Ponzio, 2019; Robinson et al., 2018; Tian, 2020). However, preservice teachers report that the theories and practices taught in these programs are at odds with ideologies and practices in the academic settings that they observe and participate in (Pontier & Deroo, 2022; Pontier & Tian, in press), an indication that translanguaging has yet to be regularly taken up in PreK-12 classrooms (and beyond). Similarly, inservice teachers have expressed reservations toward or disagreement with instructional approaches that leverage both their own and their emergent bilingual students’ full linguistic repertoires (Martínez et al., 2015; Pontier & Ortega, 2021). We therefore recognize the critical need to focus on the role of translanguaging in teacher education. We see teacher education as a collaborative process among multiple stakeholders, including teacher educators, pre-service teachers, and in-service teachers. In other words, it is a continuous journey on which pre-service teachers and in-service teachers are co-designers and co-learners along with teacher educators (Tian & King, in press; Tian & Shepard-Carey, 2020), and not a linear set of tasks with a finite end. As such, it serves as a bridge to bring together diverse perspectives and experiences, including unlearning and relearning to develop and engage in translanguaging stance, design, and shifts (García et al., 2017). In an effort to help us better prepare pre-service teachers and provide professional development for in-service teachers to grapple with paradigmatic shifts in theory and pedagogy regarding working with emergent bilinguals, this special issue explores the study and use of translanguaging from university cours","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"23 1","pages":"139 - 143"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89640431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts","authors":"C. Fine","doi":"10.1080/15348458.2022.2058858","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058858","url":null,"abstract":"ABSTRACT All learners bring ideas about science phenomena to classroom learning, including formative assessment tasks. Educators and scholars have long been interested in making school science, including assessment, more equitable and culturally meaningful for (bi)multilingual learners. Translanguaging is increasingly seen as an important assessment design principle in (bi)multilingual classrooms, including science classrooms. Despite the increasing popularity of translanguaging as a pedagogical and assessment tool, questions remain about how teachers co-design and interpret translanguaging on formative assessments when teachers do not share multiple linguistic resources with their students. This manuscript explores the journey of one experienced and highly qualified teacher, Emily, as she participates in a teacher-researcher co-design collaborative focused on inviting students to draw on and deploy translanguaging in science formative assessment. I qualitatively analyze illustrative conversations during the Reflect and Modify phase of four sequential (Trans)Formative Assessment Co-design (TAC) cycles. Findings point to the ways in which Emily began to develop translanguaging interpretive power to understand (bi)multilingual work as well as the confidence to lean into the knowledge she brought to the conversation. Ultimately, participation in collective conversations about (bi)multilinguals’ work supported Emily to expand her ideological stances into more concrete, agentive actions.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"79 1","pages":"191 - 211"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85959986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program","authors":"L. Herrera","doi":"10.1080/15348458.2022.2058859","DOIUrl":"https://doi.org/10.1080/15348458.2022.2058859","url":null,"abstract":"ABSTRACT This qualitative case study seeks to understand teacher residents’ journeys as they develop culturally and linguistically sustaining pedagogies and grow a translanguaging stance in a bilingual teacher residency program in California, U.S. This study is situated within university coursework that prepares teacher residents to support their future students’ dynamic language use through a teaching practice anchored in translanguaging theory and pedagogy. I examine how teacher residents negotiate the creation of translanguaging spaces in their clinical placements in a dual language bilingual classroom to support and nourish children’s bilingual identities and language practices. I also analyze the challenges and opportunities that teacher residents experience in their dual language bilingual education student-teaching placements as they engage in the theories and pedagogies in their university coursework and grow their critical bilingual literacies.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"28 1","pages":"174 - 190"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76264717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Chinese as an International Language: A Singapore Perspective, by Goh, Y. S.","authors":"Yanli Jia","doi":"10.1080/15348458.2022.2057312","DOIUrl":"https://doi.org/10.1080/15348458.2022.2057312","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"37 1","pages":"99 - 101"},"PeriodicalIF":1.7,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87912608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovation in Language Learning and Teaching: The Case of China, by Reinders, H., Nunan, D. & Zou, B. (Eds.).","authors":"Jiang Hui","doi":"10.1080/15348458.2022.2025810","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025810","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"25 1","pages":"280 - 282"},"PeriodicalIF":1.7,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73379471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Study Abroad, Second Language Acquisition and Interculturality, by Howard, M. (Ed.)","authors":"Xuemei Chen","doi":"10.1080/15348458.2022.2025811","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025811","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"13 1","pages":"283 - 286"},"PeriodicalIF":1.7,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83424342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bilingual Ways with Words: Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class","authors":"Giselle Martinez Negrette","doi":"10.1080/15348458.2022.2025539","DOIUrl":"https://doi.org/10.1080/15348458.2022.2025539","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"430 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80111115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland","authors":"Tuuli From, H. Zilliacus, Gunilla Holm, Kirsi Wallinheimo","doi":"10.1080/15348458.2021.1938574","DOIUrl":"https://doi.org/10.1080/15348458.2021.1938574","url":null,"abstract":"ABSTRACT This study focuses on students’ orientations towards multilingualism in a Swedish-speaking educational degree program in Finland. Swedish is one of the two national languages in Finland and basic education is provided separately in Finnish and Swedish, even if the current national policies strongly support multilingualism in education. We analyzed the language orientations in the students’ coursework (N = 52) in an educational sciences degree program that has an emphasis on multilingualism and social justice. The results showed that multilingual identities and linguistic repertoires were presented as valuable, but the students rarely identified themselves as multilingual. They perceived multilingualism as a resource and a means for inclusion, but concurrently also saw challenges in balancing between protecting the minority language and multilingual practices. The connection between multilingualism and social justice was visible in the students’ multiple and sometimes contradicting views, but the texts hardly raised questions of broader language-related societal inequality or discrimination.","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"53 5-6 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90087767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science","authors":"Scott E. Grapin, Lorena Llosa, Okhee Lee","doi":"10.1080/15348458.2021.2008253","DOIUrl":"https://doi.org/10.1080/15348458.2021.2008253","url":null,"abstract":"","PeriodicalId":46978,"journal":{"name":"Journal of Language Identity and Education","volume":"119 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73943259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}