ERIC Number: EJ1235640
Record Type: Journal
Publication Date: 2019-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: N/A
Reconceptualizing "Home" and "School" Language: Taking a Critical Translingual Approach in the English Classroom
Seltzer, Kate
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v53 n4 p986-1007 Dec 2019
This article adds to the growing body of literature that calls for shifts in teachers' and researchers' stance and practice toward a re-seeing and re-hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students' language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall into the larger categories of "home" and "school" language. To do this, I draw on data collected during a yearlong ethnographic study of an 11th-grade English language arts classroom in New York City. This study took up what I term a critical translingual approach (Seltzer, 2019), engaging language minoritized students--bilingual students as well as those students traditionally viewed as monolingual--in metalinguistic conversations, literacy activities, and writing that delved into the role language played in their identities and lived experiences. By centering students' talk and writing about their own languages, this article serves as a call to educators and researchers to relinquish conceptualizations of "standard" or "native" language and to embrace those that foster students' critical integration of new features into their existing linguistic repertoires.
Descriptors: Code Switching (Language), Translation, Bilingualism, Language Minorities, Language Usage, Grade 11, High School Students, Language Arts, Bilingual Students, Monolingualism, Learning Activities, Identification (Psychology)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A