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Translanguaging, Multimodality and Affect in School and Community Learning Ecologies
Thu, April 9, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 308ASession Type: Symposium
Abstract
The six papers in this session integrate translanguaging theory with multi-modal conversation analysis (C. Goodwin 2018). Relying on video-recorded classroom interactions collected in classrooms in school and community settings, they focus on how translanguaging (García & Li 2015) expressed through verbal, visual, poetic, and embodied forms enters into the situated learning and teaching of different kinds of subject area content – reading, science, and heritage languages – as sequentially unfolding, affectively-laden, embodied, collaborative, and interactionally achieved processes in classrooms. They contribute new perspectives on how translanguaging alters classroom participation frameworks, student engagement, connectedness, and learning.
Sub Unit
Chair
Papers
Teachers’ Translanguaging Beliefs and Practice in Science - Margarita Anahi Rodriguez, University of California - Santa Barbara
Multimodal, embodied practices in culturally sustaining, translingual group read-alouds for young emergent bilinguals - Mallory Paige Woods, University of California - Santa Barbara
Promotora-Child Metalinguistic Conversations in a Preschool Mixteco Heritage learning Program - Amelia (Amy) Kyratzis, University of California - Santa Barbara
Transnational Dreams, Translanguaging Tongues, and the Making of Qazaqness in Los Angeles’ Little Kazakhstan - Munira Kairat, University of California - Santa Barbara
Multivoiced Participation: Footing and Heteroglossia in Bilingual Children’s Heritage Language Learning - Zejia Xu, Uppsala University; Ann-Carita Evaldsson, Uppsala University, Sweden
“Teacher, are those words how you spell in Arabic?”: Socializing Linguistic and Cultural Awareness through Metalinguistic Conversations in Preschool - Hanna Asmaeil, University of California - Santa Barbara