Document Type

Article

Publication Date

2021

Abstract

This study examines how translanguaging pedagogy (García & Lin, 2017), or the leveraging of students’ full linguistic repertoires, is implemented in two asynchronous online sociolinguistics courses at a Hispanic Serving Institution. After describing the courses’ translanguaging design, we present a mixed methods analysis of student code-switching on Flipgrid video discussion boards and reflection papers. Out of 125 reflection papers, 36.0% include code-switching, while the analysis of Flipgrid video discussions shows that code-switching increased throughout the semester, from 3.6% in Week 1 to 38.6% in Week 2. Student reflection papers describe the significance of translanguaging in the course, while also examining aspects of critical linguistic awareness. These results demonstrate the importance of planned as well as moment-by-moment decisions for the implementation of translanguaging pedagogy. Furthermore, we suggest that in order to reach its full potential as a transformative agent of social justice, translanguaging pedagogy should be complemented with critical language awareness.

Comments

Published under the authority of Texas Association for Bilingual Education.

Publication Title

Journal of Bilingual Education Research and Instruction

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.