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    46 views62 pages

    Translanguaging For Emergent Bilinguals

    Uploaded by

    Maria Zilio

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    © All Rights Reserved
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    Contents Finely onal Educator tem so Eseaol Chatonges or Energent Bang sate loslond nd Diao Wel 5 Trnsangegng lng AcodericChalenges vst hotn et Land Tastnstag Meeting Nira aaderc Needs san AkwnativSecid Outlook re i Civtonrent « Hw o Conclusion 4. Mesting Schoo! Challenges Bilingual Education: Challenges and Solutions ESL Education for Emargent Bilinguals ‘Translonguaging Practice in a Mainsteatn Classroom Conclusion 5. Translanguagingin Action Jn Bilingual Education Settings In ESL Education Settings In Mainstream Classroom Settings Translanguagingand atst-Cantury Global Competence References. Indox ‘About the Authors Contents p w 6 86 92 8 99 100 103 106 w9 np ws. Foreword Breathing Life into a Translanguaging Room Inan era of punitive aecounrability and racializing discourses whexe all bur White Snative-haen" Amevicans are eriminals, is hook offers an uplift ng altematixe view Of the liv and edhication of language-minoritized stu- dents. Fa, Hadjioannan, and Zhou present hece « practice-based approact, reamularguaping for all tyes of teachers of emergent bilinguals. We are rvited inca whar the authors cal! a mubifanctional translanguagine 100 “There, chey tell us, "You have access to all language Features and coals st your fepertoire and can flexibly eelect and use what you need at any gi ssoment, You may not use every single shing in the room sinvaltaneously, out its all there withew reach,” This is exactly shat the fushors din this book, put all the eranslanguaging sderstanidings wat peaeb of all teach ers all integeased in a single room and with This book docs more than cesiza the eranslanguging toom—ie pop ulttes this roam with studests of al types and their teachers, There ace students who speak Spanish, but also AArabie, Chicese, Dyula, French, Hai tian Creole, Urd anese. Students are portrayed as active learrers in classrooms of language sets, mach, science, social studies. And they are ia differeut shoo! ESL peogray, teansitional bilingual education, dual Language bilingual edueacion, and mainstream classrooms. These are ino simple descriptions of cranstangoaging pedagogical cools in chis book: there are teachers and students using the took. For diferent purposes xo met the acadlernicy soxial, and insticational challenges that emexgear bilingual students face. With remarkable writing ability, the authors in this boot breathe life into a mu slangnaging, rocm through the vignetees in each meeting Rosa, a 4thegrader in an ESL. pulleose iallenges that she faces in an instructional program chat desn't meet her needs, the aushors introduce Yan, a st cleat srher is aber in am ESL progam but in what might be considered a tra 1g, pealaporical practices are roc simply dessribedh they are fet “in che Hes," as Yan leaens content while clevelopink, English, sou ves all hs tanguape resources ta le tively with lis teacher and peers, whereas Rosa Fingers in fru BSL Foreword The students in the vignettes are net simple cotaute— they move, they iors, they develop, For example, we sce Yan in the fall, hur also es he inte iin the spring, This sense of zetion-intime is felt througout the book, We first mest Maria, 9 Unsted 5 bilingwal, lisa duhegrader, But we also see her aes as a 7Uh-grader 3 years later. And Jingming is Satredvoed noc ss a student inthe transitional bilingwal pragres inv aahich he was places whe he ise atrived, but av an acumnos of such a 2. We ave made to fee} Jingming’s pain, for his suecess in becomming fie is English comzes at the price of his inability to read Chinese, The authors da noe shy away Stem she sociaemottonal challenges that emergent bilingual students face as walls ace exested that partition eheir Mdentices and canine them ta a specific room, The book focuses om students and teachers st schools, but the initial vignette is about a teleconference between invltinational professionals. The nuthors? own muiilingual fives, as well as thee of one of their children, fig- ‘omninently here.This is because the goal of the translanguaging, teach: fig taansformation that the authors propose goes beyend simply touching finde Lives, The purpose of designing. a room that beings ell aspects of inergent bilingual lives together is precisely to enable them to break aw front the structural-conseraints that ae placed in their lives as Iamguage-m (Land racialized people, Translanguaging pecagogical practice is presented as having the potential ta develop critical bilingual ceaders and Writers, whioarcable co decry the vaciolinguisticidealogies chat have rebbed them of theit personhood and to work an the strwetural changes needed for al justice ‘This is. book chat is deeply ctivieal of educational practices that roby int bilinguals of educational and social. opportenities. Bue ch enced sducators, offer a crearive alteiutive, reatking lls into apni space they conseruce through the action of ssudents and teachers, In this multiunctosal translanguaging em ane ear access che past, preseat, and future of students as well as silferent clisstooms ancl progtiuns, relating time-space im what the philosopher of Language, Mikhail ehcin, called a. ¢chranecope,” In the eultunections! transhanguaging oi designed hy the authors, we have access to different time-space con hwatigns, and the petential ro-eranatorm che racially eltarged, unjust sexi und educational practices of the present. [+ is all here, “waitin reach.” Ofelia Gaveia, The Graduate Cemter, City University of New York Acknowledgments ‘This book is inspired by Ofelia Garcin’s work, especially her conceprualizar ion of rranstaxguaging theories and practice. Her wiew on translanguagin riot only raised the soniseiausness af ove own muleilingual transaction and ee Kreg expect ms bliin, H lm gnlod a cv he bain we have done in the past years and reshaped our perspective and positions Ws Werucyreveachest and educators. We owe het a grat dea fot het re in shgoing, who we have kecome as language and li fareword for oar book has lifted us in che ar! Emily Spangler's initial invitation and many conseructive sugg especially at the proposal stage, have snabled us to slg dee ing, wrie with strong ‘acus, ene reach 2 broad auekenee, We are deeply grateful for her knowledge, vigor, rust, and support. It has been a great pleasure 10 ge through this journey wader her esivorial guidance ‘We want ta give our special shanks to our developmental editor, Susat Lidliceat, one of the hest editors we have ever workeel sich, Her careful and thougitlal work enabled es so glide through the revision stage and cnd up with a stronger, more readable manvcriot, Our thanks also go tw our eopy andl proclucsion editors Jennifer Baker snd Katiy Caveney: final zevicw and suggealfons co the manuscript have given owe work 1 bright touch We truly appreciate our clase frien and colleague, Naney Shelton, for boeing by our sie from the very beginning of wiring this book, ealling, with ushrangh ideas, encouraging us through roast blocks, and reading our mi tuscripe with a sharp mind, Her hard questions on details often pushed us toward imporiase insights and eampelled us to reworel and reposition aur ‘writing, We also need! to thank several other colleagues and fricnds who, ac diferent pris af the wring process Hstened ke or caicains, and generously offered ideas, pushing our thinking and our siting forsrard, Finally we shank on fami. Nox ony re they tong suppers of tour wark, but alse give us beautiful and eich teanslanguaging, living experi which are th for this boak. + inoue think: Introduction Bilinguals move through life using their languages to make sewse of the world, to communicate with others, #o express who they ate, Sometimes they use one language, sometimes another, Orher times they uve language featores from mate than one language when they talk or write “Impoetant’y, regardless of che words coming aut of their mouths ot flowing from their pens o¢ their cursors, when they engage with che world, they ca so as bilinguals, with all their languages at the ready to partake in the experience. Yet, wl schools, we coften lose sight of the fact that they axe bilinguals ia the makings We tell them to put aside all the language know!edge they already have eyondd the linpuoge of insemetion (ue. Englsis}, and eo singlesmindedly focms their sense-making, their commanication effertsy and their expression to that lan- rcuage alone, Shoclda'e we instead be trying co help them reach their pocen- tial as accomplished bilinguals? Shouldn'r we be encouraging then to use «ll shir language knowledge to suppo-t chee sshool learning? A cranslan: ruuagine appraach to the education af emergent bilinguals can eiler auspie inumiarant scudents, which progressively addressed the perience in their deits’ backgrasnd knowledge, hare language, and lived exp current schol eariag and Bnglishliteraey development. Even though my work didn't associaze with an “Englishonly” stance anpmare, it was stl prosnded in a monelingual perspective, and described a unidirectional de Selopiment of English learners or emergent biigwak toward English peo ciency, whick wlcinately would leave stele home Language by the wayside, weakened or ¢ Lease ling " mn ‘of mixed language wl rilanginaging abe wade me eellece upon my awa bi breulural experience, At hone; | speak mostly English to my na jeakinyg husband, and switch aucamaticatly to-mostty Chinese cl any daughter in-lave, who are é (voauction native Chinese speakers bur are also proficient in Bglish, When F char with iy Chinese students, we switch back andl forih frequently berareen: English aad Chinese about their studies To che past, | sed to deine this practice as code-switching, However, translanguaging helpec| me understand the even though we Leu different languages with different features, once they sre stored in. aur brains, chese languages incegrate inca @ new, single linguistic system, mixing and complementing like greens is a salad bowel, This new system of mixed languages, like a salad of mized gecens, functions topeth- cr to benefit human lives andl activities, Wave fail to recogaize this unified linguistic repertoire in hilingusls, we may privilege one language to the det- nent af others or create artifical bamdaries between them, rache? than letting shers wark togechex synergistically co strengthen bilingual develop- mencas a whole system af becoming. The cuncept of translanguaging, alse helps me understand myself as & Chinese American, which is my incegrated identity. Ir is hard ¢o say how much af me is Ghinese andl how much is American, but those ewe aspects cof my eulcural ilentity aee inextricably intevewined in me as 8 whole single bei fe, and comumamicate with others as a Chinese rican. Althawgh in ‘one cantext may behave maxes 2 Chine can andin asoth- ev Lay be more Antetican, neither of my cultural aspects is ever complecely absent, And even when an aspect is not readily visible in my Echavion i is always there, informing my decisions, my actions, and my understandings fof events and situations, This daliey makes ine flexible, adaptable, and npese-minded in viewing che work, communicating wich people, ancl deals ing with different scuations in life Or at work. And Lstill rarely eseerm only in Lnglish 0 Chin My eoauthors ad 1 translanenage all the time in our everyday lives: when talking with our Famalies at home: wher cammunicating with nels tives and friends acrass states, Countries, andl continents; when engaging with the various commnnnitics in which we belong anal even when doing our academic work. Sa, for example, Xenia uses a mix of Cypsior Greek, il English when talking to her 8-yearald son, Ek b vhen English-only speakers are around, so they can be included in teraction, However, she purposefully uses Greek when she wams t0 Caution ar reprimand Frik im English-speaking contests to prccct hin fe) the embarrassment of being sealed in public, Siilacly, Xemva's interactions wich Cyprus-hosed colleanucs invalve intense tanslanguaging, milizing fe tones from al three res, only switching to a single Language when composiag for a specific publication ‘iandi lived the frse seven yeaes uf is life China, speaking, Mandarin Chinese wits his friendssand fanny. Emrmecicely allowing his 7th birch, he carne ta the United States arid entered a new la view the world, li rican, nat tollay as Chinese and ramorrow as 2 than an Ame 1 became bis tiast proficient hat in his ew world, In ridklle selaoo, he stuslieel Latin nl in Bagh Intron ~ schoo! he Kearned Spanish, In fis rine, sometimes he crosses hee three languages of English, Chinese, and Spanish. He lives novw with his bi lingual wits, with vhom he speaks Chinese laced with English, as well a his incisws, who ace monolingual Mandarin Chinese speakers. When he con: verses wish neighlors or English-speaking friends and colleagues, he crosses over to Engish, Translangnaging has abvays been an incricate part of his linensci life. For all of us, the nacion of translanguaging has deepened onus understancing nee only ef ourselves as hiknguals a wilinguals, bur also of the emengen: bilingual students we works with, CHALLENGES IN SCHOOL FOR EMERGENT BILINGUALS Thanks 10 one experience in sehoals with teschers and stodents, we are well assare of the situasions of emengene hibinguals in our schools, and har winnessed the challenges they excaumcer in their learning In pul-enc progeams we sav stucemts working hard 10 learn English language skills but, when they retuesied to their mainstream classrooms, they were last re- garcling what was going on around them, and always trailed behinal peers academically. Year after year, they remained lebeled 2s English Dear and many just bided theit time until they could drop out of selwcol, With the push-in ESL model, we have seen ESL teachers struggle co carer all the students who nzeded help at diferent graces in different subjects. Even when the ESL, teacher die come into the class to work wit a few EBs, she ‘often served more as a remedial tutor helping EBs wit tcir sehoolwork, Somme of these teachers complained they felt like pararprofessicnals rather ‘than licensed ESL. cenchers, and they could sense thar the EBs they worked cl 1 be pulled aside ca be eusoned. Honlt avith felt embarcassed when chey hi students and teachers fele that the FE designation ca lcomed set of assumptions thar branded them as secon their school communities, ‘The teachers ard scudents in transitional bilingual programs we worked ‘with alge felt thaccheg shared chis stigma, Even eheug: their peogeacns we supposed to help stuclents cleveloping their English proficiency, many teachers and students fele che n was more geared For either bepinsing or long-term Els, Aw a affienting their relationship wath eheie home languages many itizens of a stigm: progr students in chese tiansicional baling clop Wenent vr resistanee to Fearning throurh their home language, along with a sense of shame over eheie languuge background, Some parents Felt thot the bilingual progr slated their children Hinguistically, socially, and academically ar school, and cela yet their children’s Enghsla developmen, ln a city Hike New York, where more than 280 different hom are spoken among, students, finding well-trained bilingual towel sant challenge tor ely ils, With the schools packed! wich EBs of ¥ ie: laveoection heavy influx ef immigeare seudents into our schools in she past 2 decades, this challenge is now more pronounced thart ever nationwide In our experienee, Language separation is often & major cause for challenges emergent bilinguals encoeater in thesr learning. In most F ins, “English-only” is adopted in teaching, amd kearning. Taevetone, jig EBs are kept at the basie-langunge-skill earaing level befare they are exposed ta any books, learn grede-level content, or write for selhexpression and presettation of learning. Research indicaess it takes 2-3 years to develo communizative language, and 57 o¢ even 1M years ta develop academic language {Thomas & Collier, 20023, abc chis pace, how can Bis ever study with their Eng_ish-proficiens peers ot at thele ap. propriate grace Level? In this academic journey, the train has moved ony tid these EBs are lefs behind atthe 4 transitional bilingual program is supposed to build emergent bin uals? coment kniowlecge with their home language at their grade level ‘while developing English proficieney. Homvever, in such hame-language-only programs, scicents nor only feel isolated from thei English-proficient pects, fut also see little connection between what they are leering in she home la Glasses and the other classes tey are in, Therefore, the bilingual program often functions as a school within. « school, which has litle eo tio woth the rese of the school! and rakes the ssudents in the program Feel inferior to their peers. Many studeats either try to get out af transicional Inlingual programs of give up, waiting until they ace not legally required te be in school anymore. Ti confront these challenges encountered by on emergent bilingual this book shat the sranshingusging sodel can of ip saions, ‘Translanguagiag appeoaches ereace spaces and jes and provide eteuovure for emerpe als tse any Languages they choose to maximize theit Jesming and potential, In a translanguaging classroom, students can choose #@ read texts i a las jhvage they ean understand; they can discuss their learning ith other: de oF more languages se they sam express theie meanings and be under stood and they can drait their writing in theie home langage Tate their work for all their peers and teacher to comprehend. Jn this say, students with limited proficiencies ip English cen effectively use tools from their how ies toa slong with their more-English-proficient peers. Throwgh translanguaging, Teachers guide ssuilents co develop the school's target language wile al- sin order tovdeepen recess grade-level curriculum lowing, then to moe back ane! forth berween lange their learning, and expression Hlective implementations of ping are stracepie seal inten tional, not simply incidental, fis otfier words, teachers do not juse allow translasiguayinng to “happen” ia heir classrooms; they plan for it and ere ite instructional spaces it which all tudents engage in Wasning New eontenc Invecuccion ” knovrledge at-grade level thromeh purposeful rramslanguaging practices, With in this space, teachers coach and supsert students to do che following: * Compare grammar conventions actoss languages wocsbulazy connections Consider shich languagets) t0 use in Deliberate on when and how co compose bilingual texts Ruminate on the sempleyities of translation ‘Vikimavely in x translanguaging classroom all studenes, including, EBs, spend time considering their languages and the langnage tools at their dis: ‘posal, and they work toward expanding and hoaiag ghee skills in all heir Tanguages, gaining » mecaperspective af hurram languages. As Gareta ark! Li 3, the translanguaging, madel cam be sed in any instructions} setting whece there are emergent bilinguals: ESL, transitional bilingual, dsl language bilingual, nr mainstream classcooms te has the capacisy so trans form practice w0 meet challenges, improve literacy and. language echueatiem for emerging ikisguals, and ake peepare all students for the 21st-century slobalizee, plurilingual world OVERVIEW OF THIS BOOK Drawing an our years of work with emergent bilimgwals and warr own Isack- irrouads as bilinguals, we explore the teaching and learning experiences of emergert bilinguals in our schools, narrating vivid vignettes from. inside tind outsice clastyooms 10 showease their living, and learning experiences in their communities and in our sshools lingristically, axadensicalyy axl socially, We have also created a companion website that teaders can visit hiepuhwww.tvanslangnaginglorebs.comv} For over 2 decades, we enllect- ed sonintless classroom vignettes and portraics of emergent bilinguals ard their teaciers in different contexts, classrooms, and circumstances across the United States, We recorded their wards, and took nore of teaching prac- tives, stusear performances, and experiences in and! cut of the classroom, vweiting, we knisted and wave chese pieces inca eohesive narvatives thar ed- ress th swe needed to present egarcing the aczcemic and social Lives of cme The experiences depicted in the stories we share constitute a combined reality for emergent bilinguals aeross the United States, All the names for students and adults used in the book are pseu: Following th Videwte'es ane ana here are Five chapters in this book. Chap. lenges in the 5 and policy mandates. " lecroduction promising approach in dealing with chese challenges and preparisig. stu ents for active chizenship it the 21st century, Vignsites shovrease every day language practices of bvfrehilinguals and demansirace the potential of transhanggnaging in formal seching and learning, comtexts Chaprcr 2 ackiresses academic challenges Lbs encounter in their educa tiou. Classroom sipnettes of EBs different FSL. programs (pullout, push- jn, self-contained) and bilingual progeams (transitional and dual language) present and analyze academic challenges Fis face as they attempt to meet level expectations in rmsof cussiculom and! standards, Contrasting innetics ftom Wassangeaging classrooms show how teachers can create space and structures for EBs 90 tuaximize theic learning potential andl 20 be able to learn complex content at their grade level and develop academic Tglish 98 needed in learning. Chapter 3 turns te the cial challenges that EBs eneommer in shoo! Jottings, We use stories of Eb scadents to illustrate and analyze the social Jatiom and stigma they olten face in classraoms andl school communities lve to language hicrarshy 46 separation, #8 well as che semedial teaching ipproach in ESL aad cranstional bitinguel programs. hen cranslanguaging, lassroois vignettes emteast with she above situations and show how EBs jie involved with class activities in different learning settings {ESL or bilin- janal anc mainscresan} along with peers with different language backgecundls hind Koplish proiciencies Chapter 4 addresses challenges teachers ard sehools face in peoviding aileqjuate and effective educetion for EBs froma vastly different langage at cgvleural backgrounds. Clastoom. vignetes of emerging bilingual studemts strate how, in s6mne strings, these students eantiot receive the same nce as ther bidmultiingual studsnes ce 40 the lek of snd personnal isthe sehooks. Later, vignettes of cranslanguagine 1s lvstate, is enerias, haw teachers structure theit teaching with ng approach to allow stusients co flexibly use ebets Kengnagse 21 fron an with eack: other in these elasstooms, sary steategies ard practical recommendations schers to implement a translargoaping ¢p- jwoseh indifferent educational contexts, In closing, we further demonstrate how team iy serves a8 2 peorisingg madel in preparing stuclets for Liseceatury citizens bie As a whole, his book intohuees transtanguunging as a eoncepeial and in- steuctional male! w readers heough emergent bilingual students’ classrao tcablife experiences ane trough che wotses of sticlests, parents, teschees, istrators, (cabs lyscrates how, by activating our sistent! deme pcre aud assist lasicen a cranslangny stremaths 60 le Chapter 5 provides bi for preservice an in cctire linguistic eepertoites a Jeanning tools an rescuitces in «ni tea this instructional auodel engages eniesgont bilinguals in vignous leavin differene aeaclmnic settings. empowers theart as learners and angwoage ind prepares all students foe the 2 Istcentury pluralistic world CHAPTER Translanguaging A Promising Approach for the Education of Emergent Bilinguals Lakshmi isthe head of she physician tra ningdenartrant of che U.S. branch of & multinational medica’ deviee comaar'y. She Is getting tea for her

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