Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current rese...

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Bibliographic Details
Published in:The Modern language journal (Boulder, Colo.) Colo.), 2014-09, Vol.98 (3), p.757-772
Main Authors: Palmer, Deborah K., Martínez, Ramón Antontio, Mateus, Suzanne G., Henderson, Kathryn
Format: Article
Language:English
Subjects:
Bilingual education
bilingual language acquisition
Bilingual students
Bilingual Teachers
Bilingualism
Children
Classroom Communication
Classroom Techniques
Code Switching (Language)
dual language education
Elementary School Students
Elementary School Teachers
emergent bilinguals
Experienced Teachers
Foreign language instruction
Foreign language learning
Immersion Programs
instructional strategies
Interviews
Language
Language teachers
Language Usage
Multilingualism
Nonnative languages
Pedagogy
Preschool Education
Second Language Learning
Self Concept
Teachers
Teaching Methods
Texas
translanguaging
Video Technology
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Summary:The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre-kindergarten and a first grade classroom. The instructional practices of the two teachers suggested powerful strategies to promote bilingual identities. Drawing on identity theory, particularly the notions of positioning and investment, we attempt to contribute to recent research offering teachers potential translanguaging instructional strategies. These strategies include: (a) modeling dynamic bilingual language practices, (b) positioning students as bilingual (even before they are), and (c) celebrating and drawing attention to language crossing. In combining these strategies, teachers move toward using students' bilingual language practices as a resource for academic instruction.
ISSN:0026-7902
1540-4781
DOI:10.1111/modl.12121