Transmodality in Translingual Practice: Teaching and Learning Through Sound, Language, and Body in Fandango Workshops (Poster 26)

• In Event: AERA Poster Session Friday 11:45am
  In Invited Poster Session: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research Poster Session

Abstract

Guided by the premise that the fandango — a popular folk music from Veracruz, México — fosters opportunities for consequential learning and belonging for Latine communities in the U.S., this study analyzes how a fandango collective adapted to the translingual practices of its practitioners. Through participant observations, interviews, and audio and video recordings of workshops, this study examines how translanguaging practices and pedagogies — inclusive of the linguistic, sonic, and embodied — enabled the fandango collective to make content accessible to participants of all musical and linguistic backgrounds. By fluidly adapting to participants’ varied musical and linguistic expertise, the fandango collective engaged in transmodal practices that created opportunities for consequential learning for emergent musicians, heritage language learners, and emergent bilinguals.

Author

• Yared Portillo, University of California - Berkeley