Bilingual Third-Grade English Language Learners and Spanish Language Learners Use Translanguaging

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-4 - Welcoming, Encouraging, and Celebrating the Authentic Voices of K–12 Students of Color

Abstract

The purpose of this inquiry was to see if translanguaging could aid my language learners who were struggling with writing in the target language (Spanish). Scaffolds for ELLs are encouraged in English only (EO) classrooms. Just as there as scaffolds in EO classrooms for ELLs, I wanted to introduce scaffolds to the ELLs and SLLs in a DLI classroom setting. For my SLLs I wanted to incorporate their L1 in a way that could help their Spanish. For my ELLs I wanted to see if their L2 could help them with words they may only know in English.

Garcia and Colon (1995) analyzed first, third, and fifth grade student writing samples, where students used two languages (English and Spanish) to write. The study found that most students used their two languages. Finally, Garcia and Colon (1995) stated that students’ writing shifted from that of a monolingual writer to a bilingual writer. The study also found that interactive journals can aid the literacy development and biliteracy competence of language learners (Garcia & Colon, 1995). Velasco and Garcia (2014) found that students were using translanguaging as a form of “self-regulation” in their writing.

Using Celic and Seltzer’s (2001) translanguaging guide, three different translanguaging methods were introduced to the students. These methods included interactive writing journals, bilingual books, and reading responses. Student writing samples, teacher observations, student discussion transcripts, and student interviews were collected from 8 focal students.

Over a period of three rounds, student writing samples were collected from eight focal students. These writing samples were analyzed to look for usage of the translanguaging methods that had been implemented. The writing samples were also used to compare how student writing development had changed throughout the inquiry. Attitude surveys and interviews were also conducted to highlight students’ thoughts about the ability to translanguage.

Results taken from preliminary surveys showed that students needed help with translating in their writing. Prior to translanguaging being introduced, both ELL’s and SLL’s asked for help with translating words from English to Spanish. Student writing samples displayed the use of translanguaging among both ELL’s and SLL’s. Despite using translanguaging, students remained in the target language (Spanish) for the majority of instructional time. This finding signifies that the DLI model was not jeopardized with the use of translanguaging. Instead, translanguaging was shown to be used as a form of self-regulation to create meanings and understanding of subject matter.

Allowing students to use their full language repertoire can aid students in DLI classrooms in a way that is authentic to their voice. Despite DLI models going against TL methods, students in my classroom developed increased writing and vocabulary usage. Others can benefit from these findings by implementing similar translanguaging methods in their classroom. This study will add to the research on students whose L1 is not the main instructional language in DLI classrooms. These findings are a meaningful addition to bilingual research, but more research is still needed on SLLs in Spanish DLI classrooms.

Author

• Elizabeth Vieyra, Palm Springs Unified School District