Scaffolding to Make Translanguaging a Classroom Norm

To optimize translanguaging pedagogies, particularly in English-only environments, teachers need to scaffold translanguaging activities and help students recognize that translanguaging can benefit their learning in school. Consistent and well-designed scaffolding can help classroom communities view...

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Bibliographic Details
Published in:TESOL journal 2019-03, Vol.10 (1)
Main Authors: Daniel, Shannon M, Jiménez, Robert T, Pray, Lisa, Pacheco, Mark B
Format: Article
Language:English
Subjects:
Code Switching (Language)
Elementary School Teachers
English (Second Language)
Language of Instruction
Language Usage
Learning Activities
Partnerships in Education
Researchers
Scaffolding (Teaching Technique)
Second Language Instruction
Second Language Learning
Teaching Methods
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Summary:To optimize translanguaging pedagogies, particularly in English-only environments, teachers need to scaffold translanguaging activities and help students recognize that translanguaging can benefit their learning in school. Consistent and well-designed scaffolding can help classroom communities view translanguaging as a norm. In this article, the authors offer this argument along with some examples of how elementary teachers designed and implemented scaffolding for translanguaging as part of a teacher-researcher partnership. Scaffolding examples are shared with the hopes of connecting research to everyday instruction and expanding the dialogue regarding how teachers can support students in leveraging their languages other than English in school.
ISSN:1949-3533
1056-7941
1949-3533
DOI:10.1002/tesj.361