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Title page for ETD etd-05062016-131032


Type of Document Dissertation
Author Pacheco, Mark Barba
Author's Email Address mark.b.pacheco@vanderbilt.edu
URN etd-05062016-131032
Title Translanguaging in the English-Centric Classroom: A Communities of Practice Perspective
Degree PhD
Department Learning, Teaching and Diversity
Advisory Committee
Advisor Name Title
Robert T. Jimenez Committee Chair
Deborah Wells Rowe Committee Member
Lisa Pray Committee Member
Virginia Scott Committee Member
Keywords
  • translanguaging
  • bilingual
  • multilingual
  • literacy
  • elementary
Date of Defense 2016-05-04
Availability unrestricted
Abstract
This study explores the productive use of translanguaging in elementary classrooms where instruction is delivered primarily in English and teachers and students do not share proficiencies in students’ heritage languages. Using qualitative methods derived from ethnography of communication and discourse analysis, the study explores how one 2nd grade and one 3rd grade classroom incorporated various translanguaging pedagogies. From a communities of practice perspective, this study found that teachers with limited proficiencies in students’ heritage languages can leverage these languages to promote student achievement, but that teacher and student negotiation of how, when, and why these resources are leveraged is necessary. Overlapping aspects of learning communities—engagement, shared resources, and joint enterprises—informed the productive use of translanguaging pedagogies. Teacher perspectives on language use in their classrooms also played an important role in determining how these pedagogies were implemented. This work emphasizes the importance of classroom communities in shaping how language is used to negotiate meaning.
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