Translating TRANSLATE: Understanding Teacher Decision Making in Implementing a Translanguaging Instructional Approach

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-3 - Division K Section 4 Poster Session 1

Abstract

Project TRANSLATE leverages cross-linguistic activities in guided reading lessons to facilitate student comprehension of and discussion about key passages’ literal meaning and significance to the larger text. Previous studies have shown that the TRANSLATE protocol helps students build reading comprehension skills and deeper understandings of texts while strengthening their L1 vocabulary, orthography, and grammar (Jiménez et al., 2015; Puzio, Keyes, Cole, & Jiménez, 2013).

This is a case study of how one teacher adapted TRANSLATE to her elementary school context and why she modified the protocol. In examining her navigation of this instructional approach’s implementation, we analyze commonly modified or omitted elements and consider their implications for future adaptations of the protocol.

Authors

• Abigail Do, Vanderbilt University - Peabody College

• Robert T. Jimenez, Vanderbilt University