The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice
In: Journal of Multilingual Education Research, Jg. 9 (2019), S. 19-38
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Zugriff:
My goal in this paper is to contribute to the process of bringing practice and theory into active dialogue. Initially, I review some early instructional examples of crosslinguistic pedagogy involving emergent bilingual students. I then focus on more recent examples from the Canadian context that illustrate the emerging role of classroom teachers as knowledge-generators. Through their practice, these educators have challenged the assumption that schools serving multilingual students have no option but to be English-only zones. Finally, I explore some of the ways in which these instructional innovations illuminate theoretical understandings of translanguaging and crosslinguistic pedagogy more generally.
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The Emergence of Translanguaging Pedagogy: A Dialogue between Theory and Practice
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Autor/in / Beteiligte Person: | Cummins, Jim |
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Zeitschrift: | Journal of Multilingual Education Research, Jg. 9 (2019), S. 19-38 |
Veröffentlichung: | 2019 |
Medientyp: | academicJournal |
ISSN: | 2153-4799 (electronic) |
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