Translanguaging in Language Learning & Student Expression
Category: Oral Presentation
Author(s): Trey DuFauchard, Giselle Bentley
Presenter(s): Trey DuFauchard
Mentors(s): Tatiana Nekrasova-Beker
The current project focuses on understanding the implications of translanguaging within the classroom in conjunction with literacy within the United States education context. Translanguaging is broadly defined as the pedagogical practice that focuses on honoring a person’s full linguistic identity within the class. This practice can be done in all content areas, and it is not specific to just language learning classes as its initial intent is for student’s expression through language(s). As preservice teachers, we have a deep understanding of the importance of practicing culturally sustaining education within current and future classrooms. To address this overall goal, we will first explore the intersections of translanguaging and literacy because these ideas can and do impact students in various ways. The findings of this research will then inform subsequent pedagogical development, specifically on how hosting a community lead event with the goal that helps teachers, students, parents, and other members understand why sharing differences, in this case languages, creates a shared understanding of why differences are good. The main questions asked in the current project include: How can teachers supplement students’ learning/use of other languages within the classroom to develop their linguistic identities? What are the benefits of translanguaging within a classroom context? Does incorporating lessons/events surrounding pragmatics within language learning classes help students’ motivation/ understanding of the target language? If so, what are some ways that we can apply this?