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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Two Language Books: The Power and Possibilities of Leveraging Multilingual Texts for Critical Translanguaging Pedagogy
Author(s): Kelly Hill, Jennifer M. Ponder, Jennifer Summerlin, Paulette Evans
Citation: Kelly Hill, Jennifer M. Ponder, Jennifer Summerlin, Paulette Evans, (2020) "Two Language Books: The Power and Possibilities of Leveraging Multilingual Texts for Critical Translanguaging Pedagogy," Journal of Higher Education Theory and Practice, Vol. 20, ss. 12, pp. 197-209
Article Type: Research paper
Publisher: North American Business Press
Abstract:
The number of Emergent Bilinguals (EBs) in U.S. schools increases each year, yet mainstream teachers remain predominantly white and monolingual and receive little training for teaching this population. Additionally, many states mandate harmful “English-only” policies that perpetuate the systemic institutional oppression of minorities. In contrast, translanguaging theory promotes linguistic inclusivity and calls for repositioning EBs as competent multilinugal users. Translanguaging pedagogy can promote more socially-just educational environments and opportunities for EBs. Drawing from critical theory and critical pedagogy, this multiple-case study aimed to understand early childhood teachers’ experiences and perceptions of implementing translanguaging pedagogy in writing.
