Scaffolding Translanguaging by Making It a Classroom Norm: Teacher Sensemaking in English-Dominant Elementary Schools

• In Event: 25.060 - Scaffolds and English Learners' Participation in Academic Discussions: Too Much or Just Right?

Abstract

Objectives
We examine how elementary school teachers made sense of translanguaging practices and developed scaffolding plans to prepare students to engage in the TRANSLATE approach (Teaching Reading and New Strategic Language Approaches to English-learners).

Framework
Translanguaging, or making sense of one’s world through using a wide repertoire of languaging practices (Wei, 2011), enhances multilingual students’ in-school learning. Translanguaging practices can be leveraged by teachers who enact an intertwining framework of constructivism (Windschitl, 1999), culturally responsive pedagogy (Gay, 2000), and sociocultural theories of Second Language Acquisition (SLA) (Block, 2003). Just as constructivism must be an ongoing feature of classroom culture rather than a “fragmented collection of practices” (Windschitl, 1999, p. 752), translanguaging must become a classroom norm for students to draw upon their full linguistic repertoires. For students to recognize how to use translanguaging in school, teachers need to scaffold such practices. Figure 1 shows our vision of how scaffolding over time can develop these norms.

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To analyze how teachers planned and implemented their scaffolding of TRANSLATE, we apply our adapted version of Horn and Kane’s (2015) conceptualization of teacher sense-making through teachers’ attention to 1) students’ contributions and perspectives, 2) pedagogical knowledge, 3) content knowledge of English language arts (ELA), and 4) developing content knowledge of SLA. We view teachers’ content knowledge of SLA and ELA as unique but overlapping sets of knowledge (See Figure 2).

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Methods
Design-based literacy research (Bradley & Reinking, 2011) guided this study, as we viewed TRANSLATE as showing promise, wondered how it could be implemented, and partnered with teachers in development. Data included (1) videotapes of summer workshops where teachers adapted TRANSLATE for their instruction, (2) videotapes of teachers’ implementation across 6 weeks, (3) recordings of a post-implementation teacher study group, and (4) interviews with teachers. Participants were 2nd (Donna, Makenna) and 3rd grade (Grace) teachers. Analysis was guided by Figure 2.

Findings

Initially, teachers expressed a lack of confidence about how to scaffold TRANSLATE because of their perceived limited proficiency in languages other than English (LOTES). Together, teachers developed plans by drawing upon their expertise. Using knowledge of students’ prior experiences, LOTES (Spanish, Arabic, Somalian), and reading levels, teachers designed scaffolds to bridge students’ expertise with new ELA practices. Teachers used pedagogical knowledge by deciding how to “launch” TRANSLATE through introductory lessons to help students see the value of translanguaging. Teachers used knowledge of SLA when they considered their students’ perspectives, and linked these plans with learning purposes, thus drawing upon their ELA knowledge. Figure 3 shows teacher quotes that reveal how teachers made sense of TRANSLATE and designed scaffolding:

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Teachers developed a scaffolded model for making translanguaging a norm and implementing TRANSLATE during ELA (See Figure 4).

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Because translanguaging enhances students’ learning, we hope this work contributes to AERA’s theme of increasing educational equity.

Authors

• Shannon Mary Daniel, Vanderbilt University - Peabody College

• Robert T. Jimenez, Vanderbilt University

• Lisa Pray, Vanderbilt University