Translanguaging in the Secondary English Learner Classroom

Term

Summer 7-14-2014

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Anne DeMuth

Secondary Advisor/Reader One

Rodolfo Aguilar

Peer-Reviewer/Reader Two

Vinodh Kutty

Abstract

The purpose of this study describes the Spanish-English language practices of beginning English learners (ELs) in a small, secondary charter school. In addition to the description of languaging practices of students, connections between language, identity, and learning are explored. This study draws on the literature surrounding translanguaging and flexible bilingualism, especially that of García and Blackledge & Creese. This research is an ethnography, with data primarily coming from interviews, surveys, and observations. The participants in the study were ten students, two content teachers, and the teacher/researcher. The results suggest that translanguaging strategies not only aid in developing content-area skills, but they also promote a school environment that honors students’ strengths and proficiencies.

Keywords

ESL/ ELLs

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