ERIC Number: EJ1132275
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Translanguaging in a Reggio-Inspired Spanish Dual-Language Immersion Programme
Alamillo, Laura; Yun, Cathy; Bennett, Lisa H.
Early Child Development and Care, v187 n3-4 p469-486 2017
While current Spanish dual-language immersion (DLI) programme models frequently promote strict adherence to structured Spanish and English times, we present an alternative approach, which frames children as language acquirers rather than as language learners. The approach, situated within a Spanish, DLI preschool, framed with a Reggio-inspired, developmentally appropriate framework for early childhood, counters deficit notions of emergent bilinguals, validates and affirms linguistic and cultural diversity, and provides spaces for young children to translanguage as they acquire first and second languages. In this study, we document the ways in which language is used in the space and how a first-year teacher's reflective practice evolves as she navigates pedagogical and identity shifts throughout her first year of implementation.
Descriptors: Immersion Programs, Reggio Emilia Approach, Spanish, English (Second Language), Preschool Education, Developmentally Appropriate Practices, Bilingual Students, Preschool Children, Language Usage, Beginning Teachers, Preschool Teachers, Reflective Teaching, Bilingualism, Observation, Semi Structured Interviews
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A