多语言课堂的专业视野

IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Samuel S. David
{"title":"多语言课堂的专业视野","authors":"Samuel S. David","doi":"10.1016/j.linged.2025.101450","DOIUrl":null,"url":null,"abstract":"<div><div>Translanguaging pedagogies, in which multilingual students are encouraged to flexibly use all their language skills to engage in learning activities, can benefit students’ development of language and literacy skills. But how can teachers who do not speak students’ languages make sense of and respond to these interactions? This qualitative study centers a team of U.S. middle-grades language arts teachers adapting a translanguaging approach into their classrooms, and investigates how their individual trajectories of learning contributed to a collective professional vision for translanguaging pedagogy. Teacher professional vision describes how teachers learn to notice what students do, reason about the causes, and respond with goal-oriented action. Findings describe how the teachers developed new, shared practices around text selection, reading comprehension support, promoting student interaction and negotiation of textual meaning, and connecting translanguaging activity to learning objectives.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"88 ","pages":"Article 101450"},"PeriodicalIF":2.1000,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Professional vision in the multilingual classroom\",\"authors\":\"Samuel S. David\",\"doi\":\"10.1016/j.linged.2025.101450\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Translanguaging pedagogies, in which multilingual students are encouraged to flexibly use all their language skills to engage in learning activities, can benefit students’ development of language and literacy skills. But how can teachers who do not speak students’ languages make sense of and respond to these interactions? This qualitative study centers a team of U.S. middle-grades language arts teachers adapting a translanguaging approach into their classrooms, and investigates how their individual trajectories of learning contributed to a collective professional vision for translanguaging pedagogy. Teacher professional vision describes how teachers learn to notice what students do, reason about the causes, and respond with goal-oriented action. Findings describe how the teachers developed new, shared practices around text selection, reading comprehension support, promoting student interaction and negotiation of textual meaning, and connecting translanguaging activity to learning objectives.</div></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":\"88 \",\"pages\":\"Article 101450\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589825000671\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589825000671","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

跨语言教学法鼓励多语种学生灵活运用所有语言技能从事学习活动,有利于学生语言和读写技能的发展。但是,不懂学生语言的教师如何理解并回应这些互动呢?本定性研究以一组美国中等年级语言艺术教师为中心,将一种跨语言教学方法引入他们的课堂,并调查他们的个人学习轨迹如何对跨语言教学的集体专业愿景做出贡献。教师专业视野描述了教师如何学会注意学生的行为,推理原因,并以目标导向的行动做出回应。研究结果描述了教师如何围绕文本选择、阅读理解支持、促进学生对文本意义的互动和协商,以及将翻译活动与学习目标联系起来,开发新的、共享的实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professional vision in the multilingual classroom
Translanguaging pedagogies, in which multilingual students are encouraged to flexibly use all their language skills to engage in learning activities, can benefit students’ development of language and literacy skills. But how can teachers who do not speak students’ languages make sense of and respond to these interactions? This qualitative study centers a team of U.S. middle-grades language arts teachers adapting a translanguaging approach into their classrooms, and investigates how their individual trajectories of learning contributed to a collective professional vision for translanguaging pedagogy. Teacher professional vision describes how teachers learn to notice what students do, reason about the causes, and respond with goal-oriented action. Findings describe how the teachers developed new, shared practices around text selection, reading comprehension support, promoting student interaction and negotiation of textual meaning, and connecting translanguaging activity to learning objectives.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信