Toward Dialogic Teacher Translanguaging: A Critical Discourse Analysis of an English-Medium Classroom

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Exploring Multilingual Language Practices, Identities, and Ideologies (Table 16)

Abstract

Translanguaging research continues to explore how to create spaces that empower emergent bilinguals (EBs) to make sense of texts across their linguistic repertoires. This study, which took place in a second-grade English-medium classroom in the United States, employed critical discourse analysis to ask, “How does teacher translanguaging talk influence student engagement within translanguaging pedagogies, and hence contribute to or constrain a translingual sensemaking ecology? Analysis of small-group reading lessons illustrated that teacher talk may be an important element in both facilitating and limiting a productive translingual sensemaking ecology and demonstrated that some of the teacher translanguaging discourse was not necessarily conducive to student engagement with translanguaging pedagogies nor translanguaging, potentially limiting a translingual sensemaking ecology. Implications will be discussed.

Author

• Leah Shepard-Carey, Drake University
  Presenting Author