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ERIC Number: EJ1006680
Record Type: Journal
Publication Date: 2013-Mar
Pages: 26
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0039-8322
Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular
Sayer, Peter
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v47 n1 p63-88 Mar 2013
This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom in a transitional bilingual education program in a well-established Mexican American community in San Antonio, Texas. The data suggest that the participants move fluidly between not just Spanish and English, but also the standard and vernacular varieties, a movement that is called "translanguaging" (O. Garcia, 2009). Translanguaging through TexMex enables the teacher and students to create discursive spaces that allow them to engage with the social meanings in school from their position as bilingual Latinos. The teacher's adoption of a flexible bilingual pedagogy (Creese & Blackledge, 2010) allows for translanguaging in the classroom not only as a way of making sense of content and learning language, but also as a legitimized means of performing desired identities. (Contains 2 figures and 5 footnotes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico; Texas