Translanguaging Spaces for Negotiating Bilingual Identities

• In Event: Marriott Roundtable Session 23
  In Roundtable Session: Critical Considerations for Languaging in Classroom Contexts

Abstract

The purpose of this proposal is to report on an exploratory intervention study highlighting translanguaging pedagogy in language and literacy instruction. The intervention was based on a multi-component English language and literacy curriculum. Translanguaging pedagogy was infused in this curriculum, and operationalized as the promotion of flexible language practices, the use of bilingual texts, and the enactment of bilingual language instruction. Five immigrant-origin bilingual students with varied language proficiencies in English and Spanish participated in 16 lessons, which were videotaped, transcribed, and analyzed drawing on different discourse and conversation analysis techniques. In this proposal we present findings related to the different ways in which these students strategically used their languages to perform their bilingual identities and display their linguistic expertise.

Authors

• Marcela Ossa Parra, Queens College

• Patrick Proctor, Boston College