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Translanguaging as an Agentive, Coll...

Rajendram, Shakina.

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Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners./
作者:	Rajendram, Shakina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	230 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22620764
ISBN:	9781392791356

Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners.
Rajendram, Shakina.

Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 230 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2019.

This item must not be sold to any third party vendors.

The translanguaging turn in language education offers a new perspective on multilingualism by positing that multilingual learners have one linguistic repertoire rather than two or more autonomous language systems (Garcia & Li Wei, 2014). When learners engage in translanguaging, they draw on all the features from their repertoire in a flexible and integrated way (Otheguy, Garcia, & Reid, 2015). While many studies have advocated for the use of teacher-led pedagogical translanguaging, less research has documented the affordances of student-led collaborative translanguaging, and the factors that may constrain their use of translanguaging. My study is a step in this direction as it provides evidence of the potential of translanguaging as an intentional and agentive student-led collaborative pedagogy for multilingual learners. My research was a case study of two trilingual Grade 5 English language classes in a Malaysian elementary school-one class with an English-only policy, and one class without. Over 6 months, I recorded learners' interactions as they worked in groups of 3-5 on collaborative learning activities. My data sources also included interviews with 55 learners and their two teachers, artefacts, field notes, and reflexive journal entries. Using sociocultural critical discourse analysis (Fairclough & Wodak, 1997; Mercer, 2004), I conducted qualitative and quantitative analyses of 100 30-minute to 1.5-hour long transcripts of learners' interactions, and conducted a thematic analysis (Nowell, Norris, White & Moules, 2017) of the interviews. The results revealed that learners in both classes used translanguaging agentively to fulfil 100 cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive functions that supported their individual and collective learning. Even with an English-only policy in place, learners harnessed the affordances of translanguaging using multimodal resources such as symbols, images, videos, and gestures. However, their specific language choices and beliefs about language were influenced and at times constrained by the teacher's language policies and practices, parental discourses about linguistic capital, and ethnic tensions in the country. My research positions translanguaging as collaborative and agentive, socioculturally situated and culturally responsive, and a resource for learning as well as a process of learning. As an outcome of this study, I provide recommendations for a collaborative translanguaging pedagogy approach.

ISBN: 9781392791356Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Collaborative learning

Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners.
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500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
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520 $a The translanguaging turn in language education offers a new perspective on multilingualism by positing that multilingual learners have one linguistic repertoire rather than two or more autonomous language systems (Garcia & Li Wei, 2014). When learners engage in translanguaging, they draw on all the features from their repertoire in a flexible and integrated way (Otheguy, Garcia, & Reid, 2015). While many studies have advocated for the use of teacher-led pedagogical translanguaging, less research has documented the affordances of student-led collaborative translanguaging, and the factors that may constrain their use of translanguaging. My study is a step in this direction as it provides evidence of the potential of translanguaging as an intentional and agentive student-led collaborative pedagogy for multilingual learners. My research was a case study of two trilingual Grade 5 English language classes in a Malaysian elementary school-one class with an English-only policy, and one class without. Over 6 months, I recorded learners' interactions as they worked in groups of 3-5 on collaborative learning activities. My data sources also included interviews with 55 learners and their two teachers, artefacts, field notes, and reflexive journal entries. Using sociocultural critical discourse analysis (Fairclough & Wodak, 1997; Mercer, 2004), I conducted qualitative and quantitative analyses of 100 30-minute to 1.5-hour long transcripts of learners' interactions, and conducted a thematic analysis (Nowell, Norris, White & Moules, 2017) of the interviews. The results revealed that learners in both classes used translanguaging agentively to fulfil 100 cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive functions that supported their individual and collective learning. Even with an English-only policy in place, learners harnessed the affordances of translanguaging using multimodal resources such as symbols, images, videos, and gestures. However, their specific language choices and beliefs about language were influenced and at times constrained by the teacher's language policies and practices, parental discourses about linguistic capital, and ethnic tensions in the country. My research positions translanguaging as collaborative and agentive, socioculturally situated and culturally responsive, and a resource for learning as well as a process of learning. As an outcome of this study, I provide recommendations for a collaborative translanguaging pedagogy approach.
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