Pub Date : 2023-05-15DOI: 10.1080/13670050.2023.2212836
Wayne E. Wright
In this special issue, Guest Editors Sabrina Sembiante and Zhongfeng Tian set out to frame translanguaging as a Pedagogy of Hope, specifically, the hope that by adopting a translanguaging pedagogy, teachers can help counteract the pervasive monoglossic bias that is so often inherent in the curriculum, instruction, program structures, and the ideologies of individual teachers. The five articles in this issue do indeed provide glimpses of that hope. One significant contribution of this special issue is the wide range of students in various contexts where these pedagogies of hope are being tried out. These include young preschool students with rich linguistic repertoires in bilingual and multilingual education programs (Sembiante et al. and Kirsh and Mortini), predominantly English-dominant elementary school students in a Chinese immersion classroom (Tian and Lau), predominately English-monolingual pre-service and in-service teachers in university ESL methods courses (Ponzio and Deroo), and a bilingual graduate student in a Spanish as a world language program (Prada). The articles largely focused on current and future teachers as agents for enacting translanguaging as a pedagogy of hope, with three of the articles (Tian and Lau, Ponzio and Deroo, and Prada) specifically focused on the transformations in what García, Johnson, and Seltzer (2016) would describe as translanguaging stances, shifts, and designs. In each case, there are clear shifts from ignorance and resistance to varying degrees of acceptance. Tian and Lau’s participant – a native-Chinese third grade immersion teacher deeply concerned about protecting space for Chinese language instruction – really grappled with the concept but was willing to negotiate with Tian as a collaborator and experiment with translanguaging pedagogies. Prada described his participant – a recent immigrant and well-educated language teacher from Latin America –moving from strong ideologies of linguistic purism to embracing translanguaging pedagogy through a process of ‘small epiphanies’ and an overall ‘critical awakening or despertar crítico’. The largely monolingual-English teacher education students in Ponzio and Deroo’s study went through a multimodal entextualization cycle (MEC) with carefully planned tasks that supported their growing understandings of translanguaging as theory and pedagogy. While the bilingual and multilingual teachers in the two preschool studies (Sembiante et al., and Kirsh and Mortini) were already engaging in translanguaging pedagogies, the authors found variations in their translanguaging shifts and designs. They also focus on the agency of the students themselves as they draw on their full linguistic repertoires to engage in their classrooms. I will comment briefly on each article, highlighting findings that stood out to me, and connecting them with my own observations and experiences as a former bilingual (Khmer) teacher, as a teacher educator, and as a researcher. I’ll then conclude b
{"title":"Translanguaging for a hopeful future","authors":"Wayne E. Wright","doi":"10.1080/13670050.2023.2212836","DOIUrl":"https://doi.org/10.1080/13670050.2023.2212836","url":null,"abstract":"In this special issue, Guest Editors Sabrina Sembiante and Zhongfeng Tian set out to frame translanguaging as a Pedagogy of Hope, specifically, the hope that by adopting a translanguaging pedagogy, teachers can help counteract the pervasive monoglossic bias that is so often inherent in the curriculum, instruction, program structures, and the ideologies of individual teachers. The five articles in this issue do indeed provide glimpses of that hope. One significant contribution of this special issue is the wide range of students in various contexts where these pedagogies of hope are being tried out. These include young preschool students with rich linguistic repertoires in bilingual and multilingual education programs (Sembiante et al. and Kirsh and Mortini), predominantly English-dominant elementary school students in a Chinese immersion classroom (Tian and Lau), predominately English-monolingual pre-service and in-service teachers in university ESL methods courses (Ponzio and Deroo), and a bilingual graduate student in a Spanish as a world language program (Prada). The articles largely focused on current and future teachers as agents for enacting translanguaging as a pedagogy of hope, with three of the articles (Tian and Lau, Ponzio and Deroo, and Prada) specifically focused on the transformations in what García, Johnson, and Seltzer (2016) would describe as translanguaging stances, shifts, and designs. In each case, there are clear shifts from ignorance and resistance to varying degrees of acceptance. Tian and Lau’s participant – a native-Chinese third grade immersion teacher deeply concerned about protecting space for Chinese language instruction – really grappled with the concept but was willing to negotiate with Tian as a collaborator and experiment with translanguaging pedagogies. Prada described his participant – a recent immigrant and well-educated language teacher from Latin America –moving from strong ideologies of linguistic purism to embracing translanguaging pedagogy through a process of ‘small epiphanies’ and an overall ‘critical awakening or despertar crítico’. The largely monolingual-English teacher education students in Ponzio and Deroo’s study went through a multimodal entextualization cycle (MEC) with carefully planned tasks that supported their growing understandings of translanguaging as theory and pedagogy. While the bilingual and multilingual teachers in the two preschool studies (Sembiante et al., and Kirsh and Mortini) were already engaging in translanguaging pedagogies, the authors found variations in their translanguaging shifts and designs. They also focus on the agency of the students themselves as they draw on their full linguistic repertoires to engage in their classrooms. I will comment briefly on each article, highlighting findings that stood out to me, and connecting them with my own observations and experiences as a former bilingual (Khmer) teacher, as a teacher educator, and as a researcher. I’ll then conclude b","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":"26 1","pages":"924 - 927"},"PeriodicalIF":2.8,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42369704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-13DOI: 10.1080/13670050.2023.2212835
Sabrina F. Sembiante, Zhongfeng Tian
ABSTRACT Translanguaging research has documented language practices within the multilingual, multimodal turn and the post-multilingualism era. Space still remains for inquiry into translanguaging practices that respect and align with students’ multilingual affordances across languages. How might these practices counteract monoglossic pressures in classrooms and their appearance in/through teacher-student dynamics? Growing attention given to bi/multilingual students includes a call to develop meaningful, heterogeneous contexts of learning that sustain their cultural and linguistic repertoires. As a pedagogy of hope, translanguaging counteracts monoglossic bias by (a) enhancing students’ cognition and language learning, (b) creating entry points for all into learning communities, and (c) enacting more just, equitable, and humanizing instructional practices in multilingual classrooms. This special issue features five carefully curated articles that together showcase how translanguaging offers hope for shifting monoglossic perspectives and practices across teachers and students, ages and contexts, and through multimodal means. Several new and meaningful contributions emerge from these articles to inform the current translanguaging knowledge base. These include insight into translanguaging practice within minoritized languaging spaces, the uncertainties and tensions of translanguaging pedagogy, translanguaging as a vehicle for teacher self-reflection and criticality, multimodality as an entry point into translanguaging, and longitudinal examinations of translanguaging practice.
{"title":"Translanguaging: a pedagogy of heteroglossic hope","authors":"Sabrina F. Sembiante, Zhongfeng Tian","doi":"10.1080/13670050.2023.2212835","DOIUrl":"https://doi.org/10.1080/13670050.2023.2212835","url":null,"abstract":"ABSTRACT\u0000 Translanguaging research has documented language practices within the multilingual, multimodal turn and the post-multilingualism era. Space still remains for inquiry into translanguaging practices that respect and align with students’ multilingual affordances across languages. How might these practices counteract monoglossic pressures in classrooms and their appearance in/through teacher-student dynamics? Growing attention given to bi/multilingual students includes a call to develop meaningful, heterogeneous contexts of learning that sustain their cultural and linguistic repertoires. As a pedagogy of hope, translanguaging counteracts monoglossic bias by (a) enhancing students’ cognition and language learning, (b) creating entry points for all into learning communities, and (c) enacting more just, equitable, and humanizing instructional practices in multilingual classrooms. This special issue features five carefully curated articles that together showcase how translanguaging offers hope for shifting monoglossic perspectives and practices across teachers and students, ages and contexts, and through multimodal means. Several new and meaningful contributions emerge from these articles to inform the current translanguaging knowledge base. These include insight into translanguaging practice within minoritized languaging spaces, the uncertainties and tensions of translanguaging pedagogy, translanguaging as a vehicle for teacher self-reflection and criticality, multimodality as an entry point into translanguaging, and longitudinal examinations of translanguaging practice.","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":"26 1","pages":"919 - 923"},"PeriodicalIF":2.8,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46141588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/13670050.2023.2206949
Francesco Romano, Pedro Guijarro-Fuentes
This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perform better on written tasks. Furthermore, both L2 and HL speakers are claimed to have a yes-bias towards retaining ungrammaticality in GJTs. Finally, the morphological domain has been shown to be as problematic for HL as L2 speakers but research in lesser-known languages is needed. Adult L1, L2, and HL speakers of Italian were compared on an oral priming task and timed GJT. Accuracy and response times were elicited from the latter test. The forms investigated were object and si-passive pronouns which lack corresponding forms in Swedish, the dominant language of the bilingual groups. Mixed effect regression was modelled to accuracy on the priming and GJT and response time data from the GJT. In contrast, a d-prime analysis was used to measure the degree of sensitivity to grammaticality and bias towards correct and incorrect answers in the GJT. Overall, the two bilingual groups performed quite similarly across the measures tested. All three groups show high sensitivity to grammaticality and a very similar bias for yes-answers on both grammatical and ungrammatical items.
{"title":"Task effects and the yes-bias in heritage language bilingualism","authors":"Francesco Romano, Pedro Guijarro-Fuentes","doi":"10.1080/13670050.2023.2206949","DOIUrl":"https://doi.org/10.1080/13670050.2023.2206949","url":null,"abstract":"This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perform better on written tasks. Furthermore, both L2 and HL speakers are claimed to have a yes-bias towards retaining ungrammaticality in GJTs. Finally, the morphological domain has been shown to be as problematic for HL as L2 speakers but research in lesser-known languages is needed. Adult L1, L2, and HL speakers of Italian were compared on an oral priming task and timed GJT. Accuracy and response times were elicited from the latter test. The forms investigated were object and si-passive pronouns which lack corresponding forms in Swedish, the dominant language of the bilingual groups. Mixed effect regression was modelled to accuracy on the priming and GJT and response time data from the GJT. In contrast, a d-prime analysis was used to measure the degree of sensitivity to grammaticality and bias towards correct and incorrect answers in the GJT. Overall, the two bilingual groups performed quite similarly across the measures tested. All three groups show high sensitivity to grammaticality and a very similar bias for yes-answers on both grammatical and ungrammatical items.","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135756485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13670050.2023.2208708
Somin Park, Shayne B. Piasta
{"title":"Are there developmental patterns in emergent bilingual children’s English letter-name knowledge?","authors":"Somin Park, Shayne B. Piasta","doi":"10.1080/13670050.2023.2208708","DOIUrl":"https://doi.org/10.1080/13670050.2023.2208708","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45737255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1080/13670050.2023.2192336
Miroslav Janik, Marie-Antoinette Goldberger
{"title":"Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic","authors":"Miroslav Janik, Marie-Antoinette Goldberger","doi":"10.1080/13670050.2023.2192336","DOIUrl":"https://doi.org/10.1080/13670050.2023.2192336","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49102020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1080/13670050.2023.2166395
Chun-Ting Yang
{"title":"Student ethnic identity and heritage language ideologies at a Chinese Saturday school","authors":"Chun-Ting Yang","doi":"10.1080/13670050.2023.2166395","DOIUrl":"https://doi.org/10.1080/13670050.2023.2166395","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/13670050.2023.2174372
Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura M. Sáenz, H. Davis
{"title":"The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals","authors":"Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura M. Sáenz, H. Davis","doi":"10.1080/13670050.2023.2174372","DOIUrl":"https://doi.org/10.1080/13670050.2023.2174372","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46834241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/13670050.2023.2174373
Jiazhou Yao, Marianne Turner
{"title":"Exploring the waning interest in Nuosu Yi education in Liangshan, China","authors":"Jiazhou Yao, Marianne Turner","doi":"10.1080/13670050.2023.2174373","DOIUrl":"https://doi.org/10.1080/13670050.2023.2174373","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45581041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1080/13670050.2022.2164177
Yue Huang, Anne Marie Guerrettaz, Sarah N. Newcomer
{"title":"Third space of the home: transnational Chinese families’ English home literacy and language learning","authors":"Yue Huang, Anne Marie Guerrettaz, Sarah N. Newcomer","doi":"10.1080/13670050.2022.2164177","DOIUrl":"https://doi.org/10.1080/13670050.2022.2164177","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1080/13670050.2023.2173519
Hui Huang, Wanyu Liao
{"title":"Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families","authors":"Hui Huang, Wanyu Liao","doi":"10.1080/13670050.2023.2173519","DOIUrl":"https://doi.org/10.1080/13670050.2023.2173519","url":null,"abstract":"","PeriodicalId":47918,"journal":{"name":"International Journal of Bilingual Education and Bilingualism","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47950708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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