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ERIC Number: EJ1050793
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1931-3152
Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions
Martínez-Roldán, Carmen María
International Multilingual Research Journal, v9 n1 p43-58 2015
This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged during the program, as they related to the participants' language use. Results indicate that participants' translanguaging practices inadvertently reinforced the hegemony of English, which made English, and concerns regarding testing, the object of the activity for many of the TCs. The author suggests that this tension reflects larger historical contradictions in U.S. schooling for language-minoritized children. Accordingly, she cautions about the use of flexible language policies in bilingual education, which could be used to either stabilize or transgress language hierarchies and inequalities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A