Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms

• Autores: Sujin Kim, Sungshim Choi
• Localización: Translation and translanguaging in multilingual contexts, ISSN-e 2352-1813, ISSN 2352-1805, Vol. 7, Nº. 3, 2021, págs. 279-307
• Idioma: inglés
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• Resumen

  • Building on the framework of translanguaging both as individuals’ flexible language practices and classroom pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on pedagogical translanguaging.