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ERIC Number: EJ1024224
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-1523-5882
Language Differentiation: Collaborative Translation to Support Bilingual Reading
Puzio, Kelly; Keyes, Christopher S.; Cole, Mikel W.; Jiménez, Robert T.
Bilingual Research Journal, v36 n3 p329-349 2013
Although a variety of research has investigated the use and benefits of home language in school settings, research on using translation to support school learning is scarce. With the goal of designing a differentiated and culturally relevant strategy that supports the reading of bilingual students, we worked with seventh-grade students in pull-out settings. After reading narrative texts, we invited students to collaboratively translate and evaluate thematically connected excerpts. Using distributed cognition and distributed expertise as a theoretical perspective, this qualitative case study shows that collaborative translation made student expertise visible and mediated the way that students participated and negotiated meaning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A