Translanguaging and Technology as Resources for Content-Area Writing in English as a Second Language and Bilingual Classrooms

• In Event: 60.060 - Translanguaging Pedagogies and Practices

Abstract

This paper examines adolescent emergent bilingual students’ translanguaging practices as they unfold during a technology-facilitated writing project in content area classrooms (science and social studies). Through comparative analysis of an 8th grade transitional bilingual class (English/Spanish) and an ESL class, the paper examines the extent to which translanguaging is appropriated and legitimized in two instructional settings. The study’s findings demonstrate the benefits as well as the challenges of incorporating technology-mediated translanguaging practices in content area writing tasks.

Author

• Briana Ronan, California Polytechnic State University - San Luis Obispo