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The Transformative Potential of Translanguaging Spaces for Diverse Latinx Students
Sat, April 15, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Swissôtel Chicago, Floor: Lucerne Level, Lucerne 3Session Type: Symposium
Abstract
This session brings together researchers working on centering the dynamic language practices of diverse Latinx communities, their translanguaging, in their educational experiences. It shares the results of three empirical studies and a literary analysis of Latinx children literature in the US that highlight translanguaging spaces where diverse Latinx bilingual children (i.e., transfronterizxs, urban-centered, labeled as disabled or without classification) explore their histories, languaging, and lives. The session shows that teachers of Latinx students can intentionally create classrooms spaces that are sites of political, anti-racist and humanistic pedagogy by unapologetic highlighting the inherent worth of diverse Latinx children’s cultural and linguistic practices.
Sub Unit
Chair
Papers
Nepantlera Translanguaging Pedagogies: Lessons From la Frontera - Maria Teresa de la Piedra, The University of Texas - El Paso; Alberto Esquinca, San Diego State University
An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing Pedagogy - Suzanne García, California State University - Monterey Bay; Kathryn I. Henderson, University of Texas - San Antonio; Deborah K. Palmer, University of Colorado - Boulder; Mónica Téllez-Arsté
Translanguaging's Transformative Potential for Emergent Bilinguals Labeled as Disabled: Challenging Deficit Perspectives of Dis/ability, Families, and Home Languaging Practices - María Cioè-Peña, University of Pennsylvania; Rebecca E. Linares, Rowan University
Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating Pedagogy - Luz Yadira Herrera, California State University - Dominguez Hills; Carla España, Brooklyn College - CUNY