An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing Pedagogy

• In Event: The Transformative Potential of Translanguaging Spaces for Diverse Latinx Students

Abstract

Purpose
This paper explores the linguistic experiences of young Latinx students in Mrs. Tapia dual language bilingual (DLBE) classroom in Central Texas. There is a rich history of languages in contact in the region; some of the named languages and language varieties have been identified as English, Spanish, Spanglish, Chicano English, Pocho, TexMex and Spanish of the Southwest (Sayer, 2013; Zentella, 2014). Bilingual Latinx students engage in diverse language practices that transcend the boundaries of externally imposed, socially constructed named languages and language varieties (Otheguy et al., 2015; Sayer, 2013). Mrs. Tapia’s classroom, composed of Latinx students, was a translanguaging space that reflected the multilingual region, community and homes of the children, as well as the lived experiences of Mrs. Tapia’s herself.

Theoretical framework
We combined a translanguaging framework with concepts from humanizing pedagogy. Drawing on Freire’s (1970) conceptualization of humanization and pedagogy, Salazar (2013) outlined principles of humanizing pedagogy that include the power of culture. To deny another’s humanity is to deny one’s own humanity, and educators who engage in being and being with promote individual and collective humanization (Freire, 1970). Instructional practices that align with the principles of humanizing pedagogy include understanding the backgrounds and realities of young children, valuing and utilizing the sociocultural resources of students, linking students’ prior knowledge to new learning, and developing caring and trusting relationships (Salazar, 2013). We demonstrate how Mrs. Tapia’ translanguaging pedagogical approach developed, ratified and celebrated her students’ humanity, alongside her own.

Modes of inquiry and data sources
In this ethnographic study of Mrs. Tapia’ classroom, we observed approximately two hours per week and collected video data and accompanying fieldnotes of classroom instruction with a focus on language arts from late September through May. We interviewed Mrs. Tapia formally three times at the beginning, middle and end of the academic school year. Data analysis was ongoing and included collaborative thematic and discourse analysis.

Results and significance
Findings indicate that when young children’s language practices are lovingly supported the classroom experiences become a humanizing space. We learned how Mrs. Tapia drew from her borderland identity and experiences to foster metalinguistic awareness and positive identity development when she opened up spaces in her classroom to translanguage. A translanguaging pedagogy was transformative and humanizing when young student’s literacy interactions with a children’s book included co-constructing the meaning of the text in and through linguistic creativity. Part of a translanguaging pedagogy included Ms. Tapia listening to her students during instructional time and validating their various ways of communicating (e.g., body language, translanguaging, etc.). When we, as researchers, interrogate consequential research in the pursuit of truth, it is teachers like Mrs. Tapia, still a teacher at Hillside after 20 years, and the countless committed, linguistically creative and gifted bilingual teachers like her that give us light and hope.

Authors

• Suzanne García, California State University - Monterey Bay
  Presenting Author

• Kathryn I. Henderson, University of Texas - San Antonio
  Presenting Author

• Deborah K. Palmer, University of Colorado - Boulder
  Presenting Author

• Mónica Téllez-Arsté
  Presenting Author