A Teacher's Perspective on Translanguaging Corrientes: Contextualizing Power and Control in the Translanguaging Stance (Poster 26)

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Bilingual Education Research SIG Poster Session

Abstract

This paper conceptualizes power moves embedded within the translanguaging teacher stance. The data comprises translanguaging dialogs in Spanish and English between the teacher (author) and his students in a 9th grade class with Latine bilingual learners in North Georgia. The analysis uses Bernstein’s (1990) theory of classification and framing rules to conceptualize power relations in the teacher’s stance. The findings demonstrate that the teacher communicates invitations that students acknowledge within the translanguaging corriente represented by waves of classification and framing that set up the groundwork for the translanguaging moment or restrict its potential. The study provides new insights into micro/local dimensions of the translanguaging stance, student agency and the discursive ecology of the classroom.

Author

• Nihal V. Khote, Kennesaw State University