Mary J. Schleppegrell, Mina Hernandez Garcia, Sally AL‐Banna, Chauncey Monte‐Sano
{"title":"Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry","authors":"Mary J. Schleppegrell, Mina Hernandez Garcia, Sally AL‐Banna, Chauncey Monte‐Sano","doi":"10.1002/tesq.3346","DOIUrl":null,"url":null,"abstract":"We report on U.S. middle school Arabic‐speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English‐dominant classrooms. We engaged in design‐based research with teachers and students over five investigations and refined our mediating processes as we encountered challenges in supporting translanguaging in this context. Analysis of video records showed that for learners to be agentive in talking about subject matter concepts, they needed register development—not only in English but also through translanguaging. Bilingual inquiry curriculum materials and encouragement are not enough; interaction with others who can discuss disciplinary concepts through translanguaging is needed to support learners' agency in drawing on all their meaning‐making resources. The presence of recently arrived learners new to English creates contexts for translanguaging, but even fluent bilingual learners benefit from further development of Arabic social studies registers. With ongoing practice, emergent and fluent bilinguals participated in inquiry practices through translanguaging. Support for translanguaging in the context of learning school subjects can enable learners' development of their bilingual meaning‐making potential.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3346","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
We report on U.S. middle school Arabic‐speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English‐dominant classrooms. We engaged in design‐based research with teachers and students over five investigations and refined our mediating processes as we encountered challenges in supporting translanguaging in this context. Analysis of video records showed that for learners to be agentive in talking about subject matter concepts, they needed register development—not only in English but also through translanguaging. Bilingual inquiry curriculum materials and encouragement are not enough; interaction with others who can discuss disciplinary concepts through translanguaging is needed to support learners' agency in drawing on all their meaning‐making resources. The presence of recently arrived learners new to English creates contexts for translanguaging, but even fluent bilingual learners benefit from further development of Arabic social studies registers. With ongoing practice, emergent and fluent bilinguals participated in inquiry practices through translanguaging. Support for translanguaging in the context of learning school subjects can enable learners' development of their bilingual meaning‐making potential.
期刊介绍：
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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