Reimagining language space with bilingual youth in a social studies classroom

ABSTRACT

This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguaging theoretical lens to examine the manner in which one teacher taught civic education and present pedagogical practices of teacher translanguaging used intentionally to advance students’ language development. Findings from this study suggest that community resources and belonging used within translanguaging pedagogy broaden students’ knowledge of their own civic identities, agency, and membership.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Proposition 203 is a language policy approved by Arizona (in 2000) that allows education officials to move forward in eliminating bilingual education and implementing Structured English Immersion (SEI) programs. However, in January 2020, Arizona approved having fewer restrictions on the SEI programs.