Classroom Conditions and Instructional Approaches for Translanguaging in a Newly Expanding Language Policy Context

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Macro/Micro Language Policy in Bi-/Multilingual Education (Table 3)

Abstract

This research investigates how a mentor teacher, student-teaching intern, and students in a 5th grade classroom interact using multiple languages to support learning and create a positive classroom climate in a state where languages other than English are newly allowed for instruction. Guided by a comprehensive understanding of translanguaging as a discursive practice, pedagogy, and ideological stance, this study captures student and teacher moves, rationales, and perceptions. Analysis of observations and interviews illustrates how teachers and students—including Spanish-dominant newcomers, bilingual students, and English monolingual students—translanguage to affirm meaning-making, connections between languages, and students’ home language. Findings show these practices were supported by classroom conditions and instructional approaches, highlighting increased flexible language use and positive reception of multilingual practices.

Authors

• Alissa A. Blair, University of Arkansas at Fayetteville

• Vicki S. Collet, University of Arkansas at Fayetteville