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THEORY to PRACTICE by Madison N. Visser, B.S. a Project Submitted

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THEORY to PRACTICE by Madison N. Visser, B.S. a Project Submitted Translanguaging in linguistically diverse classrooms: theory to practice Item Type Other Authors Visser, Madison N. Download date 10/10/2021 18:52:57 Link to Item http://hdl.handle.net/11122/8769 TRANSLANGUAGING IN LINGUISTICALLY DIVERSE CLASSROOMS: THEORY TO PRACTICE By Madison N. Visser, B.S. A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Cross Cultural Education University of Alaska Fairbanks December 2017 APPROVED: Maureen P. Hogan, Committee Chair Carie J. Green, Committee Member Wendy M. Martelle, Committee Member Susan L. Renes, Interim Chair School of Education Graduate Department Steve Atwater, Interim Dean School of Education Michael Castellini,Interim Dean of Graduate School TRANSLANGUAGING 2 Abstract A new model for second-language learning, translanguaging, is emerging in recent years as an antithesis to the immersion model of language education. Translanguaging views language as a system and encourages the use of all of students’ languages and language learning resources in the classroom. Translanguaging stands in stark contrast to the language-separation underpinning of the immersion model of language education. While there exists a growing quantity of research on the theoretical foundations of translanguaging, there is a very limited amount of published application of translanguaging principles to curriculum, especially in the linguistically diverse classroom. This project investigates translanguaging inside these classrooms where multiple different languages are spoken and where the teacher does not speak the same second language as the students. As an application product, eight translanguaging strategies are provided and applied to a pre-established language arts curriculum, with a specific focus on the linguistically diverse classroom. While the strategies are crafted specifically for fifth- and sixth-grade language arts, they are easily adaptable to fit a wide variety of grade levels and content areas. Keywords: translanguaging, linguistically diverse classroom TRANSLANGUAGING 3 Table of Contents Introduction................................................................................................................................................. 6 Rationale......................................................................................................................................................6 Personal Connections............................................................................................................................7 Distinctive Aspect of this Project.......................................................................................................9 Literature Review......................................................................................................................................10 Current Models of Language Education..........................................................................................11 The immersion model......................................................................................................................11 The translanguaging model.............................................................................................................13 Translanguaging Research Throughout the United States..............................................................15 Translanguaging in New York....................................................................................................... 16 Translanguaging in California....................................................................................................... 17 Translanguaging in Florida.............................................................................................................18 Translanguaging in Alaska.............................................................................................................18 Codeswitching, Codemeshing, and Translanguaging.................................................................... 18 Integrated Linguistic Systems...........................................................................................................20 Translanguaging as Pedagogy........................................................................................................... 21 Translanguaging and Multiculturalism............................................................................................23 Funds of Knowledge.......................................................................................................................... 24 Statement of Bias..................................................................................................................................... 26 Ontological and Epistemological Perspective................................................................................28 Description of a Translanguaging Classroom...................................................................................... 29 Multilingual Literacy Resources.......................................................................................................29 TRANSLANGUAGING 4 Multicultural Artifacts....................................................................................................................... 30 Word W alls ..........................................................................................................................................31 Description of Final Application Product.............................................................................................33 Final Product........................................................................................................................................33 Challenges............................................................................................................................................35 The Strategies............................................................................................................................................35 Questioning Techniques.......................................................................................................................... 36 Key Components of Questioning Techniques................................................................................37 Questioning Techniques Applied to the Curriculum.....................................................................38 Independent Student Processing............................................................................................................ 41 Shades of Meaning Cards..................................................................................................................41 Key components of shades of meaning cards..............................................................................43 Shades of meaning cards applied to the curriculum...................................................................44 Close Reading...........................................................................................................................................45 Key components of close reading................................................................................................. 46 Close reading applied to the curriculum...................................................................................... 48 Collaborative Student Processing..........................................................................................................49 Kid Teachers ........................................................................................................................................50 Key components of kid teachers....................................................................................................51 Kid teachers applied to the curriculum.........................................................................................53 Think-Pair-Share................................................................................................................................. 55 Key components of think-pair-share............................................................................................. 56 Think-pair-share applied to the curriculum................................................................................. 57 TRANSLANGUAGING 5 Individual Response................................................................................................................................. 58 Picture Drawing.................................................................................................................................. 59 Key components of picture drawing.............................................................................................60 Picture drawing applied to the curriculum................................................................................... 61 Journal Writing................................................................................................................................... 62 Key components of journal writing.............................................................................................. 63 Journal writing applied to the curriculum.................................................................................... 64 Group Response........................................................................................................................................65 Performing...........................................................................................................................................66
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