Sustainable Translanguaging Pedagogy: Supporting Preschoolers' "Showing" and "Telling" in a Dual-Language Bilingual Education Program

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Culturally and Linguistically Sustaining Pedagogical Practices (Table 13)

Abstract

In dual language bilingual preschool (DLBE) preschool programs, Show-and-Tell activity helps emergent bilingual children engage oral language skills in ways that contribute to their developing bi/literacy. Using a sustainable translanguaging lens, we explore English- and Spanish-language model teachers’ pedagogical choices in support of children’s Show-and-Tell presentations. Video data were qualitatively analyzed to examine participants’ discursive and translanguaging choices. Teachers’ translanguaging choices varied in response to their designated language of instruction, Show-and-Tell target language, and presenters’ language choice, amount of unprompted talk, presentation purpose, and degree of peer involvement. Teachers modeled Spanish in Spanish Show-and-Tell and integrated Spanish as a supportive resource in English Show-and-Tell. Findings suggest implications for how teachers can protect minoritized languages within DLBE preschool programs.

Authors

• Sabrina Francesca Sembiante, Florida Atlantic University
  Presenting Author

• Catherine Restrepo-Widney, Florida Atlantic University
  Presenting Author

• Alain Bengochea, University of Nevada - Las Vegas
  Presenting Author

• Mileidis Gort, University of Colorado - Boulder
  Non-Presenting Author