Google (Mis)Translate With Young Bi/multilingual Children: Engaging Through Tensions

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-3 - Art, Affect, and Becoming: Acts of Composing

Abstract

I draw on postructural and new materialist lenses (Barad, 2007; Deleuze & Guattari, 1987) to explore how new opportunities in the classroom occur as tablets and children identified as English Learners iteratively re-work each other as they compose together in second grade classroom literacy encounters. I consider how children’s own perspectives of these re-workings consist of simultaneous (im)possibilitites, made sense of differently depending on whose perspective is taken. I suggest we need a wider conceptualization of both language and engagement in classrooms than sociocultural and translanguaging lenses allow, predominant theoretical lenses taken up by recent scholarship in young children second language and literacies. Drawing on alternative frameworks, I explore new opportunities for nurturing a pipeline of potentials within classroom literacies.

Author

• Frances Nebus Bose, The Pennsylvania State University