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Cited by 423

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

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

Palmer, Deborah K., Martínez, Ramón Antontio, Mateus, Suzanne G., Henderson, Kathryn·2014·The Modern Language Journal
DOI 10.1111/j.1540-4781.2014.12121.x
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Abstract

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.

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Metadata

Authors
Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K.
Venue
The Modern Language Journal
Publisher
Wiley
Published
2014-09
Volume
98
Issue
3
Pages
757-772
ISSN
0026-7902 (ISSN-L)
DOI
10.1111/j.1540-4781.2014.12121.x
OpenAlex
W1881356358
Cited by
423
References
7
FWCI
97.25
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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