Bids for Linguistic Capital Through Translanguaging During Spanish and English Instruction in Dual-Language Classrooms (Poster 27)

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

Abstract

This paper explores how translanguaging rates varies as a function of teachers’ response to translanguaging, school context and student language proficiency. It analyzes the translanguaging practices of students and teachers in 32 elementary Spanish-English dual-language mathematics classrooms in Texas and California. The findings challenge previous research regarding teachers’ response to translanguaging in dual language programs and the relationship between language proficiency and translanguaging. They also support previous research regarding translanguaging demonstrating an awareness of the linguistic capital and symbolic power that the language of power bestows and contextual patterns of translanguaging. The findings indicate that further research is required, and teacher education and dual-language programs need to approach translanguaging from a new perspective.

Author

• Jolene Castillo, Denver Public Schools