Dissertation
TRANSLANGUAGING AS A TOOL FOR ORAL LANGUAGE DEVELOPMENT IN A THIRD-GRADE, DUAL LANGUAGE CLASSROOM
Doctor of Philosophy (PhD), Washington State University
01/2017
Handle:
https://hdl.handle.net/2376/118135
Abstract
This four-year ethnographic study of the intersection between macro language education policies and micro enactments contributes an in depth analysis of the translanguaging practices in a 3rd-grade, Spanish-English, dual language classroom. In this study, translanguaging referred to the normative language practices of bilinguals, which are ideologically, sociolinguistically, and ecologically situated as bilinguals engage their full linguistic repertoires to fluidly and efficiently communicate meaning and employ identity performances. Translanguaging in this study assumed a three-tiered theoretical lens proposed by García, Johnson, and Seltzer (2017), which comprised of the following: (1) translanguaging pedagogy; (2) dynamic translanguaging progressions; and (3) the translanguaging corriente. Participants translanguaged negotiating their bilingual, biliterate, and bicultural identities as language was authorized differently at different times for different purposes (Bourdieu, 1991). Translanguaging deconstructed normative monoglossic language forms and instead framed bilinguals’ language use through a more heteroglossic understanding.
The primary findings from this study indicated translanguaging was an integral part of students’ oral language development throughout daily literacy events. Translanguaging subverted the dominant instruction practice of language separation policies as participants negotiated language, content, and identity. Participants’ metalinguistic practices functioned to mediate dynamic language encounters creating spaces for language shifts within the bicultural context of the class which served to normalize bilingual ways of knowing, doing, and being. The study offered perceptible examples of the realities, tensions, and hopeful promise of translanguaging within bilingual educational contexts. The significance of the study augments the current discussion around translanguaging by providing contextual, tangible and nuanced examples of translanguaging in practice within a dual language classroom. Following the analyses and findings, I propose theoretical, methodological, and practical implications for future study. The study offers rich insight into the empowering processes of becoming bilingual, biliterate, and bicultural through meaningful and authentic language and literacy experiences.
Key Words: Bicultural, bilingual, biliterate, translanguaging, dual language, language education policy
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Details
- Title
- TRANSLANGUAGING AS A TOOL FOR ORAL LANGUAGE DEVELOPMENT IN A THIRD-GRADE, DUAL LANGUAGE CLASSROOM
- Creators
- Kristen Lynne Pratt
- Contributors
- Gisela Ernst-Slavit (Advisor)Deanna Day-Wiff (Committee Member)Pamela J Bettis (Committee Member)Tom Salsbury (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 238
- Identifiers
- 99900581828401842
- Language
- English
- Resource Type
- Dissertation