Creating space for translingual sensemaking: a critical discourse analysis of teacher translanguaging during small-group reading

ABSTRACT

There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study draws on translanguaging literacies theory to inquire: How does teacher translanguaging talk influence student engagement with translanguaging pedagogies, and hence contribute to or constrain a translingual sensemaking ecology? For this study, I employed critical discourse analysis to analyse 21 classroom lesson videos and corresponding transcripts of translanguaging pedagogies implemented in small group reading lessons. Findings showed that Ms. Hassan (classroom teacher) and I engaged in most of the translingual discourse during lessons. Specifically, we often used direct translations and limited questioning in our translanguaging with students during small group reading lessons, which seemingly did not expand opportunities for students make sense of texts in dialogic ways. Implications from this study demonstrate a need to explore more dialogic and child-centred translanguaging pedagogies, especially for younger emergent bilinguals, further moving away from teachers as authoritative, linguistic experts.

KEYWORDS:

• ESL
• translanguaging
• critical discourse analysis
• reading instruction

Disclosure statement

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

Additional information

Funding

The work was supported by the TESOL International Association; University of Minnesota Second Language Education Department.