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ERIC Number: EJ1130512
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1523-5882
Integrating Content and Language in Institutionally Monolingual Settings: Teacher Positioning and Differentiation
Turner, Marianne
Bilingual Research Journal, v40 n1 p70-80 2017
Translanguaging pedagogy offers a way to differentiate between students' varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to qualitative data drawn from two Australian secondary schools. In one school a Japanese language teacher collaborated with a History teacher on a History unit, and in the other school three Japanese language teachers jointly taught a Geography unit. Findings revealed that the different ways teachers positioned their students influenced students' use of the target language. Further, teacher positioning was found to lead to student differentiation in the first school but not in the second school.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A