Translanguaging and Instruction in a Growing Middle/High School Dual-Language Program

• In Event: Linguistic Repertoires and Practices Across Program Models and Languages

Abstract

This qualitative case study examines the connection between teachers’ conceptualizations of bilingualism and their approach to teaching in a nascent dual language middle and high school. This linguistically diverse, majority-bilingual, university-affiliated community K-12 school offers a glimpse into the future of dual language in this nations’ diversifying schools and how translanguaging can serve to guide teacher development. We utilize 15 teacher and staff interviews to analyze how their understanding of bilingualism is shifting and impacting their instruction. Preliminary findings suggest that a social justice and translanguaging approach provide the foundation for creating linguistically inclusive and supportive classrooms in the school and hold promise for increasing alignment between subjects.

Authors

• Clemence Darriet, University of California - Los Angeles

• Janet G. Cerda, University of California - Los Angeles