Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices During Shared Book Readings. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Pontier, Ryan; Gort, Mileidis
• Is Part Of: International multilingual research journal. Volume 10:Issue 2(2016)
• Page Start: 89
• Page End: 106
• Publication Date: 2016-04-02
• Subjects: Bilingual -- coordinated practice -- coteaching -- dual language -- early childhood -- translanguaging; Multilingualism -- Periodicals; 404.205
• DOI: 10.1080/19313152.2016.1150732
• Languages: English
• ISSNs: 1931-3152

Abstract

ABSTRACT: This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and Spanish-language storybooks over the course of one academic year to document coteachers' book-based interactions with each other and their students. Guided by translanguaging (O. García, 2009a, 2009b; O. García & Wei, 2014) and distributive cognition (Brown & Campione, 1996; Hutchins, 1995) frameworks, findings elucidate how teachers drew on their own and each other's dynamic bilingualism through both monolingual and bilingual performances, supporting the coordination of instructional targets (e.g., vocabulary, narrative genre) and instructional practices (e.g., translation, explanation). Findings have implications for DLBE program language policy and practice as they highlight the utility of a bilingual pedagogy.