Translanguaging pedagogy to support Bi/Multilingual students' language learning in social studies: "How we communicate everything"
Book Chapter
Deroo, MR. (2019). Translanguaging pedagogy to support Bi/Multilingual students' language learning in social studies: "How we communicate everything"
. 233-261. 10.4018/978-1-7998-1962-2.ch010
Deroo, MR. (2019). Translanguaging pedagogy to support Bi/Multilingual students' language learning in social studies: "How we communicate everything"
. 233-261. 10.4018/978-1-7998-1962-2.ch010
This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.
