Translanguaging and positioning in two-way dual language classrooms: a case for criticality. (2nd January 2018)

• Record Type: Journal Article
• Authors: Hamman, Laura
• Is Part Of: Language and education. Volume 32:Number 1(2018)
• Page Start: 21
• Page End: 42
• Publication Date: 2018-01-02
• Subjects: Translanguaging -- bilingual education -- two-way immersion -- classroom discourse -- elementary education -- bilingualism; Language and education -- Periodicals; Native language -- Study and teaching -- Periodicals; Language and languages -- Study and teaching -- Periodicals; Children -- Language -- Periodicals; 407.105
• DOI: 10.1080/09500782.2017.1384006
• Languages: English
• ISSNs: 0950-0782

Abstract

ABSTRACT: This article examines the role of translanguaging practices and pedagogies in two-way dual language classrooms. Much of the recent expansion of dual language programs across the US has occurred in mid-sized cities and rural communities where English monolingualism is the norm; however, the extant literature on flexible language practices in bilingual learning spaces has largely ignored the implications of translanguaging in these contexts. This case study of a Midwestern dual language classroom provides evidence that flexible language practices can both bolster and hinder the aims of two-way programs. Drawing from these findings, I argue for the creation of a critical translanguaging space, a sociolinguistic learning environment that interrogates micro- and macro-level power flows in the classroom and establishes strategic spaces for language use.