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Emergent practices in translingual p...

David, Samuel S.

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Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation./
作者:	David, Samuel S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753378
ISBN:	9780355555615

Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation.
David, Samuel S.

Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 243 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--Vanderbilt University, 2017.

Due to demographic changes, teachers in mainstream U.S. classrooms now work with English language learners (ELLs) in larger numbers than ever before (Sheng, Sheng, & Anderson, 2011). US schools have been diversifying for decades, and students whose first language is not English are the fastest growing population of students in US schools (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2008). Furthermore, this year marks a demographic milestone in US public schools; non-white students will outnumber white students, and the US student body is projected to be "majority minority" (Krogstad & Fry, 2014). Schools across the country are scrambling to find ways to promote the academic success of English learners (ELs). The pressure placed on schools to meet the needs of an increasingly diverse student body has been referred to as the "demographic imperative" (e.g., Banks, 1991; Garcia, Arias, Murri, & Serna, 2010), and the majority-minority milestone marks a dramatic moment for a discussion of the work that schools must do to meet the specialized learning needs of culturally and linguistically diverse students.

ISBN: 9780355555615Subjects--Topical Terms:

3172312
Teacher education.

Emergent practices in translingual pedagogy: Teachers learning to facilitate collaborative translation.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
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520 $a Due to demographic changes, teachers in mainstream U.S. classrooms now work with English language learners (ELLs) in larger numbers than ever before (Sheng, Sheng, & Anderson, 2011). US schools have been diversifying for decades, and students whose first language is not English are the fastest growing population of students in US schools (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2008). Furthermore, this year marks a demographic milestone in US public schools; non-white students will outnumber white students, and the US student body is projected to be "majority minority" (Krogstad & Fry, 2014). Schools across the country are scrambling to find ways to promote the academic success of English learners (ELs). The pressure placed on schools to meet the needs of an increasingly diverse student body has been referred to as the "demographic imperative" (e.g., Banks, 1991; Garcia, Arias, Murri, & Serna, 2010), and the majority-minority milestone marks a dramatic moment for a discussion of the work that schools must do to meet the specialized learning needs of culturally and linguistically diverse students.
520 $a Despite these growing numbers, research has shown that ELs often do not have access to the mainstream curriculum (Coulter & Smith, 2006; Valdes, 2001; Valenzuela, 1999), do not receive quality content and English as a second language instruction (Callahan, 2005; Koyama, 2004; Padilla & Gonzalez, 2001; Watt & Roessingh, 2001), and their linguistic and cultural backgrounds are often treated as impediments to learning (Gitlin, Buendia, Crosland, & Doumbia, 2003; Reeves, 2004, 2006). English language learners (ELLs) typically receive very low quality instruction, particularly with respect to literacy. According to the National Center for Education Statistics assessment (NAEP, 2014), the nation's only ongoing assessment of what students know and can do in various subject areas, only 4% of ELLs in 8th grade can read at or above proficient levels, while 70% read at "below basic" levels. Historical data show that these statistics have hardly budged in the last 16 years that ELLs have been included in these assessments (Short & Fitzsimmons, 2007). This may be because most teachers who work with ELLs are ill prepared to instruct them (Ladson-Billings, 1999; NCES, 2002; Zimper & Ashburn, 1992). Additionally, current teacher education research has not established how best to prepare future teachers to work with these students (Clark & Medina, 2000; Sleeter, 2005).
520 $a In recent decades, a wide range of literacy scholars have suggested that students' knowledge of languages other than English ought to be regarded as a resource for literacy learning in linguistically diverse classrooms (August & Shanahan, 2006; Cummins, 2005; Moll, Amanti, Neff, & Gonzalez, 1992; Garcia & Sylvan, 2011; Jimenez, Garcia & Pearson, 1996; Malakoff & Hakuta, 1991; Martinez, 2010; Puzio, Keyes, Cole, & Jimenez, 2013; Valdes, 2003; Goldenberg, 2008). These researchers argue that leveraging students' out-of-school language and literacy practices promotes literacy learning and increases student engagement (e.g., Au, 1980). For the ESL or content area teacher, incorporating students' heritage languages into instruction can be a daunting task (Karathanos, 2010). In addition to managing classroom interaction taking place in a language that the teacher might not understand, the teacher must also integrate this language into instruction in ways that promote student achievement. To do this, the teacher must first be able to conceptualize students' multilingual and translingual practices (Canagarajah, 2012) in ways that make their properties and potential connections to academic content clear. This brings up a number of key questions. How do we define translingual practices? Where do they take place and how do teachers learn about them? How can they be leveraged to achieve school objectives? For that matter, are school objectives in need of revision in light of what we have learned in the last three decades about bilingualism?
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