Bilingual Ethos as Policy-in-Practice: Translanguaging Pedagogies and Bilingual Identities in Dual-Language Classrooms

• In Event: 18.040 - Translanguaging Pedagogies Shaping Language Policy and Program Design Toward Educational Opportunity for Emergent Bilinguals

Abstract

The field of bilingual education has undergone a paradigmatic shift in the way bilingualism is conceptualized. Scholars are moving away from the notion of bilingualism as the possession of two separate linguistic codes and towards a conceptualization of language as a flexible and dynamic practice. In this paper, we highlight the programming and practices at two dual language schools in New York City that draw on the entire cultural and linguistic repertoires of their emergent bilingual students in their decision-making around curriculum, classroom environment, and pedagogical practices. We argue that these two programs—with school administrators and teachers as local policymakers—cultivate and enact a “bilingual ethos,” a guiding philosophy that values bilingualism, affirms bilingual identities, and develops a vibrant community of practice in which language practices are flexible and dynamic.

This study embraces a dynamic view of bilingualism, which takes into consideration the range and complexity of language practices in bilingual communities (García, 2008). We understand the concept of translanguaging as referring to both the language practices of bilinguals as well as the pedagogical strategies that use the entire linguistic repertoire of bilingual students (García, Flores, & Woodley, 2012). To better understand the bilingual teachers’ role in the policy appropriation process, we draw on the work of scholars who have researched the ways teachers negotiate policies across educational contexts (Menken & García, 2010).

The guiding methodological paradigm for this study is undergirded by a sociocultural view of teaching and learning, which supports an understanding of language and literacy as socially situated practices (Vygotsky, 1986; Street, 1995). Designed as a case study, data were collected at two different school sites (one Kindergarten classroom and one 5th grade classroom) over the course of five months. Researchers conducted in depth interviews with teachers and principals, classroom observations, and curriculum analysis as well as student artifacts. Analysis of data was iterative and ongoing. Throughout the research process, thematic memos were developed in order to reflect on the data and research processes.

Findings shed light on the ways in which these dual language programs use bilingualism as a resource as they enact standards-based curriculum and address the needs of their emergent bilingual students. Both schools cultivate what we are calling a “bilingual ethos,” which guides programmatic and curricular decision-making and places at the center the needs and identities of their emergent bilingual students.

Authors

• Dina A. Lopez, City College of New York - CUNY

• Carmina Makar, City College of New York - CUNY