Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging

Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multiling...

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Bibliographic Details
Published in:The Reading teacher Vol. 74; no. 2; pp. 127 - 135
Main Author: Osorio, Sandra Lucia
Format: Journal Article
Language:English
Published: Newark Wiley 01.09.2020
Blackwell Publishing Ltd
Subjects:
1‐Early childhood
2‐Childhood
5‐College/university students
Action research
Advocacy < Policy
Bilingual people
Bilingual Students
Bilingual Teachers
Bilingualism
Children's literature
Childrens Literature
Classrooms
Code Switching (Language)
Code switching < Language learners
Elementary school students
English
English as a second language
English for speakers of other languages < Language learners
English language
English Language Learners
English learners
Home language practices < Oral language
Home language < Family literacy
Language learners
Languages
Linguistics
Literature
Literature‐based instruction < Literature
Monolingualism
Multicultural literature
Multilingualism
Multilingualism < Language learners
Resources
Spanish
Spanish language
Student teacher relationship
Students
Teacher education; professional development
teacher research < Research methodology
Teachers
Translanguaging
Translation
ISSN:0034-0561, 1936-2714
Online Access:Get full text
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Summary:Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1919