Affordances, translanguaging and the international preservice teacher

References

• Antonio Martínez, R. (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. doi:10.58680/rte201012743
   Web of Science ®Google Scholar
• Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385–405. doi:10.1177/146879410100100307
   Google Scholar
• Beecher, L., & Bell, A. B. (2017). Opportunity to teach: Push-in and pull-out models of English learner instruction. Journal of Education and Culture Studies, 1(1), 53–68. doi:10.22158/jecs.v1n1p53
   Google Scholar
• Blackledge, A., & Creese, A. (2017). Translanguaging and the body. International Journal of Multilingualism, 14(3), 250–268.
   Web of Science ®Google Scholar
• Blair, A., Haneda, M., & Bose, F. N. (2018). Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making. TESOL Quarterly, 52(3), 516–539. doi:10.1002/tesq.449
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Bunyi, G., & Schroeder, L. (2017). Bilingual education in sub-Saharan Africa: Policies and practice. Bilingual and Multilingual Education, 311–328. doi:10.1007/978-3-319-02258-1_13.
   Google Scholar
• Busch, B. (2015). Expanding the notion of the linguistic repertoire: On the concept of spracherleben—the lived experience of language. Applied Linguistics, amv030. doi:10.1093/applin/amv030
   Web of Science ®Google Scholar
• Bussert-Webb, K. M., Masso, H. M., & Lewis, K. A. (2018). Latinx children’s push and pull of Spanish literacy and translanguaging. The Qualitative Report, 23(11), 2648–2669. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss11/4/
   Web of Science ®Google Scholar
• Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), 1–28. doi:10.1515/9783110239331.1
   Google Scholar
• Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. Translanguaging guides. Retrieved December 14, 2022, from https://www.cuny-nysieb.org/translanguaging-resources/translanguaging-guides
   Google Scholar
• Cenoz. (2022). Pedagogical translanguaging. Cambridge University Press.
   Google Scholar
• Cenoz, J. (2009). Towards multilingual education: Basque educational research in international perspective. Multilingual Matters.
   Google Scholar
• Cenoz, J. (2017). Translanguaging in school contexts: International perspectives. Journal of Language, Identity & Education, 16(4), 193–198. doi:10.1080/15348458.2017.1327816
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2020). Pedagogical translanguaging: An introduction. System, 92, 102269. doi:10.1016/j.system.2020.102269
   Web of Science ®Google Scholar
• Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–45. doi:10.1177/1077800416657105
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Daly, N. (2018). The linguistic landscape of English–Spanish dual language picturebooks. Journal of Multilingual and Multicultural Development, 39(6), 556–566. doi:10.1080/01434632.2017.1410163
   Web of Science ®Google Scholar
• de Jong, E. J. (2013). Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88(1), 98–111. doi:10.1080/0161956x.2013.752310
   Google Scholar
• de Los Ríos, C. V., Martinez, D. C., Musser, A. D., Canady, A., Camangian, P., & Quijada, P. D. (2019). Upending colonial practices: Toward repairing harm in English education. Theory into Practice, 58(4), 359–367. doi:10.1080/00405841.2019.1626615
   Web of Science ®Google Scholar
• Deroo, M. R., & Ponzio, C. (2019). Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens. Bilingual Research Journal, 42(2), 214–231. doi:10.1080/15235882.2019.1589604
   Web of Science ®Google Scholar
• Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100(Supplement 2016), 19–47. doi:10.1111/modl.12301
   Google Scholar
• Duarte, J. (2018). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232–247. doi:10.1080/14790718.2018.1512607
   Web of Science ®Google Scholar
• Furuya, Y., Nooraddini, M. I., Wang, W., & Waslin, M. (2019). (Rep.). A portrait of foreign-born teachers in the United States. Institute for Immigration Research. Retrieved September 4, 2023, from https://www.immigrationresearch.org/system/files/Teacher_Paper.pdf.
   Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Chichester: Wiley-Blackwell.
   Google Scholar
• García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. doi:10.1080/15427587.2021.1935957
   Google Scholar
• Garcia, O., Johnson, S. I., Seltzer, K., & Valdés, G. (2023). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
   Google Scholar
• García, O., & Kleifgen, J. A. (2019). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571. doi:10.1002/rrq.286
   Web of Science ®Google Scholar
• García-Mateus, S., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–255. doi:10.1080/15348458.2017.1329016
   Web of Science ®Google Scholar
• García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. doi:10.1080/13670050.2019.1598932
   Web of Science ®Google Scholar
• García, O., & Wei, L. (2015). Translanguaging, bilingualism, and bilingual education. The Handbook of Bilingual and Multilingual Education, 223–240.
   Google Scholar
• Great Minds (2023). Curiosity, inquiry, knowledge. https://greatminds.org/english/witwisdom
   Google Scholar
• Gynne, A. (2019). ‘English or Swedish please, no dari!’ – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse, 10(3–4), 347–368. doi:10.1080/19463014.2019.1628791
   Web of Science ®Google Scholar
• Hansen-Thomas, H., Stewart, M. A., Flint, P., & Dollar, T. (2020). Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers. Journal of Language, Identity & Education, 20(3), 151–166. doi:10.1080/15348458.2020.1726759
   Web of Science ®Google Scholar
• Hornberger, N. H., & Link, H. (2012). Translanguaging and international literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. doi:10.1080/13670050.2012.658016
   Web of Science ®Google Scholar
• Iversen, J. Y. (2019a). Negotiating language ideologies: Pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism, 18(3), 421–434. doi:10.1080/14790718.2019.1612903
   Web of Science ®Google Scholar
• Iversen, J. Y. (2019b). Pre-service teachers’ translanguaging during field placement in multilingual, mainstream classrooms in Norway. Language and Education, 34(1), 51–65. doi:10.1080/09500782.2019.1682599
   Web of Science ®Google Scholar
• Kim, S., & Song, K. H. (2019). Designing a community translanguaging space within a family literacy project. The Reading Teacher, 73(3), 267–279. doi:10.1002/trtr.1820
   Web of Science ®Google Scholar
• Krulatz, A., & Iversen, J. (2019). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 64(3), 372–388. doi:10.1080/00313831.2018.1557741
   Web of Science ®Google Scholar
• Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging minority language isolation: Translanguaging in a trilingual school in the Basque country. Journal of Language, Identity & Education, 16(4), 216–227. doi:10.1080/15348458.2017.1328281
   Web of Science ®Google Scholar
• Leung, C. (2015). English as an additional language – a genealogy of language-in-education policies and reflections on research trajectories. Language and Education, 30(2), 158–174. doi:10.1080/09500782.2015.1103260
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publ.
   Google Scholar
• Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States. Routledge.
   Google Scholar
• Martínez, R. A. (2010). “Spanglish” as a literacy tool: Toward an understanding of the potential. Research in the Teaching of English, 45(2), 124–149.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• May, S. (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.
   Google Scholar
• Menken, K., & Sánchez, M. T. (2019). Translanguaging in English‐only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741–767. doi:10.1002/tesq.513
   Web of Science ®Google Scholar
• Muguruza, B., Cenoz, J., & Gorter, D. (2020). Implementing translanguaging pedagogies in an english medium instruction course. International Journal of Multilingualism, 20(2), 540–555. doi:10.1080/14790718.2020.1822848.
   Web of Science ®Google Scholar
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis. International Journal of Qualitative Methods, 16(1), 160940691773384. doi:10.1177/1609406917733847
   Web of Science ®Google Scholar
• Ollerhead, S. (2018). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education, 33(2), 106–122. doi:10.1080/09500782.2018.1516780
   Web of Science ®Google Scholar
• Osorio, S. L. (2020). Building culturally and linguistically sustaining spaces for emergent bilinguals: Using read‐alouds to promote translanguaging. The Reading Teacher, 74(2), 127–135. doi:10.1002/trtr.1919
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. doi:10.1515/applirev-2015-0014.
   Web of Science ®Google Scholar
• Pacheco, M. B., Kang, H.-S., & Hurd, E. (2019). Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences. Bilingual Research Journal, 42(2), 194–213. doi:10.1080/15235882.2019.1596179
   Web of Science ®Google Scholar
• Pacheco, M. B., & Miller, M. E. (2015). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533–537. doi:10.1002/trtr.1390
   Web of Science ®Google Scholar
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publications, Inc.
   Google Scholar
• Polat, N., Zarecky-Hodge, A., & Schreiber, J. B. (2016). Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests. The Journal of Educational Research, 109(5), 541–553. doi:10.1080/00220671.2014.993461.
   Web of Science ®Google Scholar
• Pontier, R., & Gort, M. (2016). Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language bilingual education preschool coteachers’ languaging practices during shared book readings. International Multilingual Research Journal, 10(2), 89–106. doi:10.1080/19313152.2016.1150732
   Web of Science ®Google Scholar
• Prasetya, W. (2021). Translanguaging in international student teaching: Narratives of Filipino teachers in an Indonesian setting. Language Circle: Journal of Language and Literature, 15(2), 275–284. doi:10.15294/lc.v15i2.28135.
   Google Scholar
• Rowe, L. W. (2020). Hey Ciri! Exploring the potential for digital tools to support heritage-language in English-dominant classrooms. Language Arts, 97(6), 366–375. doi:10.58680/la202030716
   Google Scholar
• Sayer, P. (2012). Translanguaging, TexMex, and bilingual pedagogy: Emergent Bilinguals Learning through the vernacular. TESOL Quarterly, 47(1), 63–88. doi:10.1002/tesq.53
   Web of Science ®Google Scholar
• Shi, L., & Rolstad, K. (2020). “A good start”: A new approach to gauging preservice teachers’ critical language awareness. Journal of Language, Identity & Education, 21(6), 408–422. doi:10.1080/15348458.2020.1810045.
   Web of Science ®Google Scholar
• Shi, L., & Rolstad, K. (2022). “I don’t let what i don’t know stop what i can do”—how monolingual English teachers constructed a translanguaging pre‐k classroom in China. TESOL Quarterly.
   Google Scholar
• Storheil, I. V., & Iversen, J. Y. (2023). Translanguaging strategies in multilingual newly arrived students’ writing. Scandinavian Journal of Educational Research, 1–14. doi:10.1080/00313831.2023.2250366.
   Web of Science ®Google Scholar
• Straszer, B., Rosén, J., & Wedin, Å. (2020). Spaces for translanguaging in mother tongue tuition. Education Inquiry, 13(1), 37–55. doi:10.1080/20004508.2020.1838068
   Google Scholar
• Thompson, K. D. (2017). English learners’ time to reclassification: An analysis. Educational Policy, 31(3), 330–363.
   Web of Science ®Google Scholar
• Uccelli, P., & Phillips Galloway, E. (2016). Academic language across content areas: Lessons from an innovative assessment and from students’ reflections about language. Journal of Adolescent & Adult Literacy, 60(4), 395–404. doi:10.1002/jaal.553
   Web of Science ®Google Scholar
• Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecologicalperspective. In L. Van Lier (Ed.), Sociocultural theory and second language learning: Recent advances (pp. 245–259). Oxford University Press.
   Google Scholar
• Van Lier, L. (2017). Interaction in the language curriculum: Awareness, autonomy, and authenticity. Routledge, Taylor & Francis Group.
   Google Scholar
• Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. doi:10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar
• Williams, C. (2002). Ennill Iaith: Astudiaethau O Sefyllfa Drochi yn 11-16 OED = a language gained: A study of language immersion at 11-16 years of age. Ysgol Addysg Prifysgol Cymru Bangor.
   Google Scholar
• Winter, J. (2010). Biblioburro: Una Historia Real de Colombia (J. Winter, Illus.). Simon and Schuster.
   Google Scholar
• Yin, R. K. (2017). Case study research and applications: Design and methods. Los Angeles, CA: Sage.
   Google Scholar
• Zapata, A., & Laman, T. T. (2016). “I write to show how beautiful my languages are”: Translingual writing instruction in English-dominant classrooms. Language Arts, 93(5), 366–378. http://www.jstor.org/stable/44809858
   Google Scholar