1,638
Views
5
CrossRef citations to date
0
Altmetric
Original Article

Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment

ORCID Icon, ORCID Icon &

References

  • August, D. E., & Shanahan, T. E. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Becker, A. L. (1995). Beyond translation: Essays towards a modern philology. Ann Arbor, MI: University of Michigan Press.
  • Borrero, N. (2011). Nurturing students' strengths: The impact of a school-based student interpreter program on Latino/a students’ reading comprehension and English language development. Urban Education, 46(4), 663–688. doi:10.1177/0042085911400333
  • Canagarajah, S. (2011a). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417. doi:10.1111/j.1540-4781.2011.01207.x
  • Canagarajah, S. (2011b). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(1), 1–28. doi:10.1515/9783110239331.1
  • Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London, UK and New York, NY: Routledge.
  • Chouliaraki, L., & Fairclough, N. (1999). Discourse in late modernity. Edinburgh, Scotland: Edinburgh University Press.
  • Cobb, P. (2000). Conducting teaching experiments in collaboration with teachers. In A. Kelly & R. Lesh (Eds.) Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Earlbaum Associates.
  • Cobb, P., Confrey, J., Disessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9. doi:10.3102/0013189X032001009
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles, CA: Sage Publications.
  • Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. doi:10.1111/j.1540-4781.2009.00986.x
  • Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. The Modern Language Journal, 89(4), 585–592.
  • David, S. (2017a). Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation (doctoral dissertation). Nashville, TN: Vanderbilt University.
  • David, S. (2017b). Horizontes de Observación: Using linguistic and spatial resources to teach across language difference. San Antonio, TX: Paper presented at the annual conference of the American Educational Research Association (AERA).
  • de la Peña, M. (2008). Mexican Whiteboy. New York, NY: Random House.
  • Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann Press.
  • García, O., & Li, W. (2014). Translanguaging and Education. In Translanguaging: Language, bilingualism and education (pp. 63–77). Basingstoke, UK: Palgrave Macmillan.
  • González, J., & Darling-Hammond, L. (1997). New concepts for new challenges: Professional development for teachers of immigrant youth. Washington, DC: Center for Applied Linguistics.
  • González, N., Moll, L. C., & Amanti, C. (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi:10.1525/aa.1994.96.3.02a00100
  • Holland, D., & Lave, J. (2009). Social practice theory and the historical production of persons. Actio: An International Journal of Human Activity Theory, 2 , 1–15.
  • Jiménez, R. T. (2013). Optimal outfitting: The need for culturally responsive instruction. In P. J. Dunston, S. K. Fullerton, C. C. Bates, P. M. Stacker, M. W. Cole, A. H. Hall, D. Herro & K. N. Headly (Eds.), 62nd Yearbook of the Literacy Research Association (pp. 1–19). Altamonte Springs, FL: Literacy Research Association.
  • Jiménez, R., David, S., Fagan, K., Risko, V., Pacheco, M., Pray, L., & Gonzalez, M. (2015). Using translation to drive conceptual development for students becoming literate in english as an additional language. Research in the Teaching of English, 49(3), 248–271.
  • Jiménez, R., David, S., Keyes, C., & Cole, M. (2012). Better Comprehension through Translation. Vancouver, BC: Paper presented at the annual conference of the American Educational Research Association (AERA).
  • Jiménez, R., García, G., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90–112. doi:10.1598/RRQ.31.1.5
  • Karathanos, K. A. (2010). Teaching English language learner students in US mainstream schools: intersections of language, pedagogy, and power. International Journal of Inclusive Education, 14(1), 49–65. doi:10.1080/13603110802504127
  • Keyes, C., Puzio, K., & Jiménez, R. T. (2014). Collaborative translation: designing bilingual instructional tools. Journal of Education, 194(2), 17–24. doi:10.1177/002205741419400203
  • Ladson-Billings, G. (2008). Yes, but how do we do it? In W. Ayers, G. Ladson-Billings, G. Michie, & P. A. Noguera (Eds.). City kids, city schools: More reports from the front row (pp. 162–177). New York, NY: The New Press.
  • L'Allier, S., Elish-Piper, L., & Bean, R. M. (2010). What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement. The Reading Teacher, 63(7), 544–554. doi:10.1598/RT.63.7.2
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Levy, J., Shafer, L., & Dunlap, K. (2002). Advancing the professional development of beginning teachers through mentoring and action research. In L. Minaya-Rowe (Ed.), Teaching training and effective pedagogy in the context of student diversity (pp. 269–296). Greenwich, CT: Information Age Publishing.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Los Angeles, CA: Sage Publications.
  • Lucas, T. (2005, April). The Bilingual/ESL Teacher Leadership Academy (BETLA): Evaluation results. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (pp. 606–636). Mahwah, NJ: Lawrence Erlbaum.
  • MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. doi:10.3102/0002831216683935
  • Malakoff, M., & Hakuta, K. (1991). Translation skill and metalinguistic awareness in bilinguals. In E. Bialystock (Ed.), Language Processing in Bilingual Children. Cambridge, UK: Cambridge University Press.
  • Martínez, R. A. (2010). “Spanglish. " as literacy tool: Toward an understanding of the potential role of Spanish-english Code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124–149.
  • Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42. doi:10.1080/19313152.2014.977712
  • Martínez-Roldán, C. M. (2015). Translanguaging practices as mobilization of linguistic resources in a Spanish/English bilingual after-school program: An analysis of contradictions. International Multilingual Research Journal, 9(1), 43–58. doi:10.1080/19313152.2014.982442
  • Maugham, W. S. (1933). Sheppey: A play in three acts. London: W. Heinemann, ltd.
  • Orellana, M. F. (2009). Translating childhoods: Immigrant youth, language, and culture. New Brunswick, NJ: Rutgers University Press.
  • Orellana, M. F., & Reynolds, J. F. (2008). Cultural modeling: Leveraging bilingual skills for school paraphrasing tasks. Reading Research Quarterly, 43(1), 48–65. doi:10.1598/RRQ.43.1.4
  • Orellana, M. F., Reynolds, J., Dorner, L., & Meza, M. (2003). In other words: Translating or “para-phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38(1), 12–34. doi:10.1598/RRQ.38.1.2
  • Pacheco, M. (2016). Translanguaging in the English-Centric classroom: A communities of practice perspective (doctoral dissertation). Nashville, TN: Vanderbilt University.
  • Perry, K. H. (2009). Genres, contexts, and literacy practices: Literacy brokering among Sudanese refugee families. Reading Research Quarterly, 44(3), 256–276. doi:10.1598/RRQ.44.3.2
  • Puzio, K., Keyes, C. S., Cole, M. W., & Jiménez, R. T. (2013). Language differentiation: Collaborative translation to support bilingual reading. Bilingual Research Journal, 36(3), 329–349. doi:10.1080/15235882.2013.845118
  • Reckwitz, A. (2002). Toward a theory of social practices a development in culturalist theorizing. European Journal of Social Theory, 5(2), 243–263. doi:10.1177/13684310222225432
  • Reinking, D., & Bradley, B. (2008). On formative and design experiments. New York, NY: Teachers College Press/NCRLL.
  • Reynolds, J. F., & Faulstich Orellana, M. (2014). Translanguaging within enactments of quotidian interpreter‐mediated interactions. Journal of Linguistic Anthropology, 24(3), 315–338. doi:10.1111/jola.12057
  • Risko, V. J., Roller, C. M., Cummins, C., Bean, R. M., Block, C. C., Anders, P. L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252–288. doi:10.1598/RRQ.43.3.3
  • Saldaña, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
  • Sandoval, W. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36. doi:10.1080/10508406.2013.778204
  • Schatzki, T. R. (2001). Introduction: Practice theory. In T. R. Schatzki, K. K. Cetina & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 10–23). New York, NY: Routledge.
  • Scribner, S., & Cole, M. (1981). The psychology of literacy (Vol. 198, No. 1). Cambridge, MA: Harvard University Press.
  • Sharif, M. (2011). Bestest. Ramadan. Ever. Woodbury, MA: Flux.
  • Singer, A. (2004). The rise of new immigrant gateways (pp. 1–36). Washington, DC: Center on Urban and Metropolitan Policy, the Brookings Institution.
  • Steffe, L. P. (1983). The teaching experiment methodology in a constructivist research program. In Proceedings of the fourth international congress on mathematical education (Vol. 1, pp. 469–471). Boston, MA: Birkhäuser.
  • Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 267–307). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Valdés, G. (2003). Expanding definitions of giftedness: The case of young interpreters from immigrant communities. Mahwah, NJ: Laurence Earlbaum.
  • Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary schools. McHenry, IL and Washington, DC: Delta Systems and Center for Applied Linguistics.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.