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Register as Translanguaging Practice: Sixth-Grade Emergent Bilinguals' Discussions About Academic Texts
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Bilingual Education Research Paper and Symposium Sessions 2Abstract
In this paper, I present a sociocultural linguistic analysis (Bucholtz & Hall, 2005) of peer interactions among Latinx sixth-graders during English Language Arts (ELA) activities related to reading and interpreting academic texts. During their discussions, students strategically combined and moved between linguistic registers to express and negotiate their ideas and were often able to engage in analytic work without heavily relying on academic language forms. Based on these findings, I argue that a translanguaging approach to register can allow teachers to recognize and leverage the full range of students’ language practices in order to ensure their meaningful participation in academic tasks.