The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education.
Ofelia García, Nelson Flores andHeather Homonof f Woodley - 3 Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies 45
Ofelia García, Nelson Flores and Heather Homonof f Woodley 3 Transgressing Monolingualism and Bilingual Dualities: Translanguaging Pedagogies1 Introduction Throughout the world language minorities are most often educated in schools that have been designed for language majorities. Usually they are educated only through the medium of the dominant state language. But even when they are given the opportunity to be educated bilingually, educa- tion programmes are most often built on models, frameworks and practices that have been designed for schooling language majorities. Building on what we have learned in a study of successful schools in educating Latino youth who are developing English (García, Woodley, Flores and Chu, 2011), this chapter explores the interactions of teach- ers and students in US public schools for Latino recent immigrants that transgress the monolingual or traditional bilingual model of schooling. We do so by exploring the classroom interaction of teachers and students in these schools through their translanguaging practices; that is, discur- sive and pedagogical practices that break the hegemony of the dominant 1 We are grateful for the support given to Ofelia García and Nelson Flores by the Internationals Network for Public Schools for the study of PAIHS, and to the prin- cipals, Bridgit Bye Dyster and Marcella Barros, teachers and students for welcoming us into their schools. We are also grateful to Ramón Namnum, principal of High School of World Cultures, and for the teachers and students of the school, for the unrelenting support they have given Ofelia Garc...
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