SlideShare a Scribd company logo
NAMES:CarolinaReina, Yanet Ullua.
PRACTICEII, DIDACTICS OF ELT and PracticumPrimary School
level. AdjuntoRegular a/c Prof. EstelaN. Braun(2021).
PRACTICAL 6: TRANSLANGUAGING AS A PEDAGOGICAL TOOL.
Questionnaire
Explain Translanguaging with Multilingual Students, Garcia and Kleyn
(2016), Routledge, London. Chapter 1.
a) How does Garcia define named languages and their relationship with the
linguistic system? How do they develop?
They have emphasized on the sociopolitical effects that the construction of
named languages like English, Spanish, Arabic, Chinese and so on have had
on language-minoritized populations. This construction of “named languages”
is used to emphasize the facts that the terms “English”, “Spanish”, “Arabic”,
“Chinese”, etc, are named socially invented categories.
These categories are not imaginary, as they refer to entities that exist in the
societies that have real materials and effects such as terms as “black men”,
“white men”, etc. But these terms do not overlap with the linguistic systems of
individual speakers since each individual uses what amounts to his or her own
language which may differ in pronunciation, vocabulary, etc. from that of every
other person who speaks English or Spanish. So, the linguistic system is what
allows the speaker to speak, read, write, understand, communicate and do
linguistic work. The two linguistic systems may be too different from one
another, or close enough.
b) What are the two views on bilingualism she develops?
There are two views: from an insider perspective and from an outsider/social one.
The latter argues that bilinguals have two different named languages with two
linguistic systems. The insider perspective bilinguals/multilingual individuals are
perceived as having just one linguistic system in which the different languages
refer and construct one another
c) What were the origins of translanguaging?
The term translanguaging was coined in Wales by an educator, Cen Williams,
who developed a different approach to bilingualism in education. To deepen
students, use of Welsh and English, students were allowed to alter understanding
received in one language and/or in the other language. Instead of using different
languages in different spaces, Cen Williams’s translanguaging theory provided
Welsh students with opportunities to change the language of the input and the
output and write in another language or to discuss in a language and read in
another, and so forth.
d) Explain Cummins ‘Interdependence Hypothesis and its impact on bilingual
education.
He put forward that there was an underlying common proficiency between the
languages of bilinguals that allowed for transfer to occur. It demonstrated how
academic content, no matter the language of the institution, enhanced the general
knowledge base of the student. Cummin’s hypothesis was interpreted in those
early days as supporting bilingual education, because not everything taught
through one language had to be re taught through another.
His hypothesis provided the impetus for the expansion of all types of bilingual
education in the 20th century, especially in North America, where immersion
bilingual programs in Canada and developmental maintenance and traditional
bilingual programs in the United States flourished. Moreover, his work was also
used by educational authorities and educators to legitimate monolingual
practices.
e) Explain code-switching and its pedagogical validity following Gumperz (1976)
as explained by Garcia & Kleyn.
Jacbson developed the idea that bilingual teachers would use intersentential
code-switching to teach bilingual children, that means that languages are being
altered only at the end of the sentences. But his theory had more to do with
enabling comprehension than with supporting and developing bilingualism. Since
Gumperz, the sociolinguistic literature has shown how code-switching represents
the agency of bilingual speakers to use two separate languages that represent
two linguistic systems. And educators have been showing how code-switching is
a common practice to make comprehension possible.
f) How is Garcia’s (2009, 2016) theory of translanguaging different from code-
switching? Quote it and explain it via the examples provided.
-Code-switching relies on the idea that there are two language systems, but
indicates that bilinguals transgress these all the time by alternating languages
that are still seen as autonomous, closed systems with their own linguistic
structures.
- “It refers to the alternation between languages in a specific communicative
episode, like a conversation or an email exchange or indeed signs” (Garcia, 2009,
p.14) For example: Ofelia speaks in her bilingual house and she uses words such
as “amigo” “casa” “room” “ dinner”, etc. And for Ofelia these are only words.
-“Tanslanguaging refers to the deployment of the speaker’s full linguistic
repertoire, which does not in any way correspond to the socially and politically
defined boundaries of named language”. The teacher can develop a lesson plan
using English as the medium of instruction and another language as a medium
of discussion.
g) Why is translanguaging important to build a more equitable society? How
do linguistic repertoires and socially named languages relate?
Translanguaging is important as it helps to build meaning, for example in cases
of bilingual families who need to translate words to create meaning. Also in some
of these cases, language minority children serve as translators for their own
families.
Translanguaging allows students to make metalinguistic connections and in
leveraging all of their content and linguistic knowledge. However, beyond the
academic and linguistic benefits, translanguaging is also an important way to
validate who students are and what they bring to the classroom. In addition to
this, translanguaging refers to the development of a speaker’s full linguistic
repertoire, which does not in a way correspond to the socially and politically
defined boundaries of named languages.
h) What is the importance of translanguaging as a pedagogical tool?
It helps in the teaching process. By teaching with translanguaging in mind,
teachers can enable their students to use their whole knowledge base and be
comfortable expressing themselves. In this sense, Translanguaging supports the
ability of bilingual students to have multiple identities that are not exactly like
those constructed in monolingual contexts or in other contexts. And also it
supports students as they engage with and comprehend complex content and
texts
i) What elements should be part of a translanguaging design?
The elements that should be part of a translanguaging design are the classroom,
the instructions, the assessment.
-Organizing students into groups with different levels of home/new
language proficiency
-Creating a unit that culminates in a research paper that draws on
multilingual sources and centers on a topic relevant to bilingual
communities
- Providing a text in two or more languages and asking students to
compare/contrast the lexicon, syntax, morphology, and discourse
structures
-Planning assessments that differentiate students’ general linguistic
performances from their language specific performances
j) How important is it in terms of assessment?
All the ways in which we conceive assessment of language are extremely
important. Many learners have called for a more accurate assessment of the
understandings of bilingual children. There are two ways of understanding
language in assessment. In the first place, the lexical and structural features that
schools helped standardize and that make up what is then accepted as English,
Spanish, Russian, etc. In the second place, the bilingual speakers’ own language
features that go beyond the bounded designation of what is considered one or
the other language, but that speakers can use to carry out linguistic tasks.
language-specific performances in the named language and general linguistic
performances
k) Why is it important to support translanguaging in multilingual classrooms?
Translanguaging creates a classroom environment where learners challenge
linguistic hierarchies; and simultaneously allow learners to feel like valued
members of the classroom community, enabling them to use all of their resources
to participate fully in class activities. So, translanguaging is important because:
- It Supports students as they engage with and comprehend complex content and
texts
- It Provides opportunities for students to develop linguistic practices for academic
contexts
- It Makes space for students’ bilingualism and bilingual ways of knowing
- It Supports bilingual students’ socio-emotional development and bilingual
identities
Students develop the capacity to analyze their own language practices, foster
their metalinguistic awareness, and become critical discourse analysts reflecting
on their interactive practices.
l) Explain Flores (2014) quote.
“Let’s Not Forget that Translanguaging is a Political Act”
Translanguaging is not simply a method but rather part of a larger political
struggle of linguistic self-determination for language-minoritized populations.
People often use the term to describe the language practices of language-
minoritized communities without situating these practices within larger political
struggles for linguistic self-determination. Translanguaging research should
attempt to analyze the ways that these language practices are marginalized by
the larger society. This should be activist-oriented research that seeks to work in
solidarity with language-minoritized communities in resisting this marginalization.

More Related Content

What's hot

Ingles a2.1-student-book-10 egb-forosecuador
Ingles a2.1-student-book-10 egb-forosecuadorIngles a2.1-student-book-10 egb-forosecuador
Ingles a2.1-student-book-10 egb-forosecuador
Franklin Rueda
 
HLSIGNewsletterAugust2015TA
HLSIGNewsletterAugust2015TAHLSIGNewsletterAugust2015TA
HLSIGNewsletterAugust2015TA
Theresa Austin
 
English book 1 teacher 2015 - 2016
English book 1 teacher 2015 - 2016English book 1 teacher 2015 - 2016
English book 1 teacher 2015 - 2016
Gabriel Guerrón
 
Practical 5 CLIL
Practical 5  CLILPractical 5  CLIL
Practical 5 CLIL
CristianYacopini
 
Book English Techaer B1.2 compressed
Book English Techaer B1.2 compressedBook English Techaer B1.2 compressed
Book English Techaer B1.2 compressed
Bryan Quiñonez Morales
 
Heritage Speakers material- Original contribution- Cristian Miguez
Heritage Speakers material- Original contribution- Cristian MiguezHeritage Speakers material- Original contribution- Cristian Miguez
Heritage Speakers material- Original contribution- Cristian Miguez
Cristian Miguez
 
English book 4 teacher 2015 - 2016
English book 4 teacher 2015 - 2016English book 4 teacher 2015 - 2016
English book 4 teacher 2015 - 2016
Gabriel Guerrón
 
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsWays to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schools
Nationellt centrum för svenska som andraspråk, Stockholms universitet
 
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
SolCortese1
 
Libro de ingles 9no grado
Libro de ingles 9no gradoLibro de ingles 9no grado
Libro de ingles 9no grado
InstitutoBenitoSalinas
 
Teaching culture through literature to EFL students
Teaching culture through literature to EFL studentsTeaching culture through literature to EFL students
Teaching culture through literature to EFL students
Wilmer Quiros
 
A1.2 teacher guide 9no egb
A1.2 teacher guide 9no egbA1.2 teacher guide 9no egb
A1.2 teacher guide 9no egb
ANDRHEMORALES
 
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
Muhmmad Asif
 
Third mid term. angela lopez, solange cortese.
Third mid term. angela lopez, solange cortese.Third mid term. angela lopez, solange cortese.
Third mid term. angela lopez, solange cortese.
SolCortese1
 
Biliteracy with Confidence
Biliteracy with ConfidenceBiliteracy with Confidence
Biliteracy with Confidence
SantiagoSanchez170
 
Ingles Colombia aprende (1)
Ingles Colombia aprende (1)Ingles Colombia aprende (1)
Ingles Colombia aprende (1)
CARLOS REBELLON
 
Teaching english literature in brazilian high school classes adriana sales ...
Teaching english literature in brazilian high school classes   adriana sales ...Teaching english literature in brazilian high school classes   adriana sales ...
Teaching english literature in brazilian high school classes adriana sales ...
Adriana Sales Zardini
 
Castagneto tp 7 the magic bag project
Castagneto   tp 7 the magic bag projectCastagneto   tp 7 the magic bag project
Castagneto tp 7 the magic bag project
Lujan Castagneto
 

What's hot (18)

Ingles a2.1-student-book-10 egb-forosecuador
Ingles a2.1-student-book-10 egb-forosecuadorIngles a2.1-student-book-10 egb-forosecuador
Ingles a2.1-student-book-10 egb-forosecuador
 
HLSIGNewsletterAugust2015TA
HLSIGNewsletterAugust2015TAHLSIGNewsletterAugust2015TA
HLSIGNewsletterAugust2015TA
 
English book 1 teacher 2015 - 2016
English book 1 teacher 2015 - 2016English book 1 teacher 2015 - 2016
English book 1 teacher 2015 - 2016
 
Practical 5 CLIL
Practical 5  CLILPractical 5  CLIL
Practical 5 CLIL
 
Book English Techaer B1.2 compressed
Book English Techaer B1.2 compressedBook English Techaer B1.2 compressed
Book English Techaer B1.2 compressed
 
Heritage Speakers material- Original contribution- Cristian Miguez
Heritage Speakers material- Original contribution- Cristian MiguezHeritage Speakers material- Original contribution- Cristian Miguez
Heritage Speakers material- Original contribution- Cristian Miguez
 
English book 4 teacher 2015 - 2016
English book 4 teacher 2015 - 2016English book 4 teacher 2015 - 2016
English book 4 teacher 2015 - 2016
 
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsWays to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schools
 
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
Practical 6 (candela schmidt, florencia rubio, melina torres, angela lopez, s...
 
Libro de ingles 9no grado
Libro de ingles 9no gradoLibro de ingles 9no grado
Libro de ingles 9no grado
 
Teaching culture through literature to EFL students
Teaching culture through literature to EFL studentsTeaching culture through literature to EFL students
Teaching culture through literature to EFL students
 
A1.2 teacher guide 9no egb
A1.2 teacher guide 9no egbA1.2 teacher guide 9no egb
A1.2 teacher guide 9no egb
 
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
 
Third mid term. angela lopez, solange cortese.
Third mid term. angela lopez, solange cortese.Third mid term. angela lopez, solange cortese.
Third mid term. angela lopez, solange cortese.
 
Biliteracy with Confidence
Biliteracy with ConfidenceBiliteracy with Confidence
Biliteracy with Confidence
 
Ingles Colombia aprende (1)
Ingles Colombia aprende (1)Ingles Colombia aprende (1)
Ingles Colombia aprende (1)
 
Teaching english literature in brazilian high school classes adriana sales ...
Teaching english literature in brazilian high school classes   adriana sales ...Teaching english literature in brazilian high school classes   adriana sales ...
Teaching english literature in brazilian high school classes adriana sales ...
 
Castagneto tp 7 the magic bag project
Castagneto   tp 7 the magic bag projectCastagneto   tp 7 the magic bag project
Castagneto tp 7 the magic bag project
 

Similar to Practice Paper N° 6- Translanguaging as a pedagogical tool

EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
ijejournal
 
Applied Linguistics And English Language Teaching
Applied Linguistics And English Language TeachingApplied Linguistics And English Language Teaching
Applied Linguistics And English Language Teaching
Dereck Downing
 
Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teaching
Mits
 
nap
nap nap
nap
pauly_86
 
Multiliteracies in the secondary english classroom
Multiliteracies in the secondary english classroomMultiliteracies in the secondary english classroom
Multiliteracies in the secondary english classroom
Aqyn Ikhwan
 
Clt savignon
Clt savignonClt savignon
Clt savignon
ACorrea58
 
ELTLT CONFERENCE
ELTLT CONFERENCEELTLT CONFERENCE
ELTLT CONFERENCE
RidhaIlma1
 
Learning literature through English Language Teaching
Learning literature through English Language TeachingLearning literature through English Language Teaching
Learning literature through English Language Teaching
Ifrad Mahbub
 
CLT
CLTCLT
Essay-communicative_approaches
Essay-communicative_approachesEssay-communicative_approaches
Essay-communicative_approaches
María de Los Angeles
 
Doing Identity in Ethnographic Interviews
Doing Identity in Ethnographic InterviewsDoing Identity in Ethnographic Interviews
Doing Identity in Ethnographic Interviews
Katherine Morales
 
Essay-Communicative_Approaches-Applied_Linguistics
Essay-Communicative_Approaches-Applied_LinguisticsEssay-Communicative_Approaches-Applied_Linguistics
Essay-Communicative_Approaches-Applied_Linguistics
María de Los Angeles
 
An analysis putri 6
An analysis putri 6An analysis putri 6
An analysis putri 6
put yolan
 
1 history-l-t-+gtm+dm
1 history-l-t-+gtm+dm1 history-l-t-+gtm+dm
1 history-l-t-+gtm+dm
Elif Güllübudak
 
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERSAPPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
Sarah Brown
 
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Rachel Wicaksono
 
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICALITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
ijejournal
 
International Journal of Education (IJE)
International Journal of Education (IJE)International Journal of Education (IJE)
International Journal of Education (IJE)
ijejournal
 
Slide 4
Slide 4Slide 4
Focusing on language content in a communicative syllabus
Focusing on language content in a communicative syllabusFocusing on language content in a communicative syllabus
Focusing on language content in a communicative syllabus
Unggul DJatmika
 

Similar to Practice Paper N° 6- Translanguaging as a pedagogical tool (20)

EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
EXPLORING THE TRANSLINGUAL APPROACH TO ENGLISH AS A FOREIGN LANGUAGE WRITING ...
 
Applied Linguistics And English Language Teaching
Applied Linguistics And English Language TeachingApplied Linguistics And English Language Teaching
Applied Linguistics And English Language Teaching
 
Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teaching
 
nap
nap nap
nap
 
Multiliteracies in the secondary english classroom
Multiliteracies in the secondary english classroomMultiliteracies in the secondary english classroom
Multiliteracies in the secondary english classroom
 
Clt savignon
Clt savignonClt savignon
Clt savignon
 
ELTLT CONFERENCE
ELTLT CONFERENCEELTLT CONFERENCE
ELTLT CONFERENCE
 
Learning literature through English Language Teaching
Learning literature through English Language TeachingLearning literature through English Language Teaching
Learning literature through English Language Teaching
 
CLT
CLTCLT
CLT
 
Essay-communicative_approaches
Essay-communicative_approachesEssay-communicative_approaches
Essay-communicative_approaches
 
Doing Identity in Ethnographic Interviews
Doing Identity in Ethnographic InterviewsDoing Identity in Ethnographic Interviews
Doing Identity in Ethnographic Interviews
 
Essay-Communicative_Approaches-Applied_Linguistics
Essay-Communicative_Approaches-Applied_LinguisticsEssay-Communicative_Approaches-Applied_Linguistics
Essay-Communicative_Approaches-Applied_Linguistics
 
An analysis putri 6
An analysis putri 6An analysis putri 6
An analysis putri 6
 
1 history-l-t-+gtm+dm
1 history-l-t-+gtm+dm1 history-l-t-+gtm+dm
1 history-l-t-+gtm+dm
 
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERSAPPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
APPLIED LINGUISTICS IMPACT ON LANGUAGE TEACHERS
 
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...
 
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICALITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICA
 
International Journal of Education (IJE)
International Journal of Education (IJE)International Journal of Education (IJE)
International Journal of Education (IJE)
 
Slide 4
Slide 4Slide 4
Slide 4
 
Focusing on language content in a communicative syllabus
Focusing on language content in a communicative syllabusFocusing on language content in a communicative syllabus
Focusing on language content in a communicative syllabus
 

More from YanetUllua

Practice Paper N° 4- NAP
Practice Paper N° 4- NAPPractice Paper N° 4- NAP
Practice Paper N° 4- NAP
YanetUllua
 
Narrative- School Observations
Narrative- School ObservationsNarrative- School Observations
Narrative- School Observations
YanetUllua
 
Narrative- School Observations
Narrative- School ObservationsNarrative- School Observations
Narrative- School Observations
YanetUllua
 
Lesson plan n° 7- Fifth grade
Lesson plan n° 7- Fifth grade Lesson plan n° 7- Fifth grade
Lesson plan n° 7- Fifth grade
YanetUllua
 
Lesson plan N° 6- Fourth grade- power point presentation
Lesson plan N° 6- Fourth grade- power point presentationLesson plan N° 6- Fourth grade- power point presentation
Lesson plan N° 6- Fourth grade- power point presentation
YanetUllua
 
Lesson plan n° 5 - Fifth grade
Lesson plan n° 5 - Fifth gradeLesson plan n° 5 - Fifth grade
Lesson plan n° 5 - Fifth grade
YanetUllua
 
Lesson plan n°4 - Fourth grade
Lesson plan n°4 - Fourth gradeLesson plan n°4 - Fourth grade
Lesson plan n°4 - Fourth grade
YanetUllua
 
Lesson plan n° 3 - Fifth grade
Lesson plan n° 3 - Fifth grade  Lesson plan n° 3 - Fifth grade
Lesson plan n° 3 - Fifth grade
YanetUllua
 
Lesson Plan n° 2 . Fifth grade
Lesson Plan n° 2 . Fifth gradeLesson Plan n° 2 . Fifth grade
Lesson Plan n° 2 . Fifth grade
YanetUllua
 
Lesson plan n° 1. Fourth grade
Lesson plan n° 1. Fourth gradeLesson plan n° 1. Fourth grade
Lesson plan n° 1. Fourth grade
YanetUllua
 
Didactic Sequence Fifth Grade
Didactic Sequence Fifth GradeDidactic Sequence Fifth Grade
Didactic Sequence Fifth Grade
YanetUllua
 
Didactic Sequence- Fourth grade
Didactic Sequence- Fourth gradeDidactic Sequence- Fourth grade
Didactic Sequence- Fourth grade
YanetUllua
 

More from YanetUllua (12)

Practice Paper N° 4- NAP
Practice Paper N° 4- NAPPractice Paper N° 4- NAP
Practice Paper N° 4- NAP
 
Narrative- School Observations
Narrative- School ObservationsNarrative- School Observations
Narrative- School Observations
 
Narrative- School Observations
Narrative- School ObservationsNarrative- School Observations
Narrative- School Observations
 
Lesson plan n° 7- Fifth grade
Lesson plan n° 7- Fifth grade Lesson plan n° 7- Fifth grade
Lesson plan n° 7- Fifth grade
 
Lesson plan N° 6- Fourth grade- power point presentation
Lesson plan N° 6- Fourth grade- power point presentationLesson plan N° 6- Fourth grade- power point presentation
Lesson plan N° 6- Fourth grade- power point presentation
 
Lesson plan n° 5 - Fifth grade
Lesson plan n° 5 - Fifth gradeLesson plan n° 5 - Fifth grade
Lesson plan n° 5 - Fifth grade
 
Lesson plan n°4 - Fourth grade
Lesson plan n°4 - Fourth gradeLesson plan n°4 - Fourth grade
Lesson plan n°4 - Fourth grade
 
Lesson plan n° 3 - Fifth grade
Lesson plan n° 3 - Fifth grade  Lesson plan n° 3 - Fifth grade
Lesson plan n° 3 - Fifth grade
 
Lesson Plan n° 2 . Fifth grade
Lesson Plan n° 2 . Fifth gradeLesson Plan n° 2 . Fifth grade
Lesson Plan n° 2 . Fifth grade
 
Lesson plan n° 1. Fourth grade
Lesson plan n° 1. Fourth gradeLesson plan n° 1. Fourth grade
Lesson plan n° 1. Fourth grade
 
Didactic Sequence Fifth Grade
Didactic Sequence Fifth GradeDidactic Sequence Fifth Grade
Didactic Sequence Fifth Grade
 
Didactic Sequence- Fourth grade
Didactic Sequence- Fourth gradeDidactic Sequence- Fourth grade
Didactic Sequence- Fourth grade
 

Recently uploaded

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeorgeMilliken2
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
سمير بسيوني
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
melliereed
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
mulvey2
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Nguyen Thanh Tu Collection
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
EduSkills OECD
 
Temple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation resultsTemple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation results
Krassimira Luka
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
RamseyBerglund
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
Nicholas Montgomery
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
zuzanka
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
iammrhaywood
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
MJDuyan
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Denish Jangid
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Nicholas Montgomery
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
giancarloi8888
 

Recently uploaded (20)

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
 
Nutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour TrainingNutrition Inc FY 2024, 4 - Hour Training
Nutrition Inc FY 2024, 4 - Hour Training
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
 
Temple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation resultsTemple of Asclepius in Thrace. Excavation results
Temple of Asclepius in Thrace. Excavation results
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
 

Practice Paper N° 6- Translanguaging as a pedagogical tool

  • 1. NAMES:CarolinaReina, Yanet Ullua. PRACTICEII, DIDACTICS OF ELT and PracticumPrimary School level. AdjuntoRegular a/c Prof. EstelaN. Braun(2021). PRACTICAL 6: TRANSLANGUAGING AS A PEDAGOGICAL TOOL. Questionnaire Explain Translanguaging with Multilingual Students, Garcia and Kleyn (2016), Routledge, London. Chapter 1. a) How does Garcia define named languages and their relationship with the linguistic system? How do they develop? They have emphasized on the sociopolitical effects that the construction of named languages like English, Spanish, Arabic, Chinese and so on have had on language-minoritized populations. This construction of “named languages” is used to emphasize the facts that the terms “English”, “Spanish”, “Arabic”, “Chinese”, etc, are named socially invented categories. These categories are not imaginary, as they refer to entities that exist in the societies that have real materials and effects such as terms as “black men”, “white men”, etc. But these terms do not overlap with the linguistic systems of individual speakers since each individual uses what amounts to his or her own language which may differ in pronunciation, vocabulary, etc. from that of every other person who speaks English or Spanish. So, the linguistic system is what allows the speaker to speak, read, write, understand, communicate and do linguistic work. The two linguistic systems may be too different from one another, or close enough.
  • 2. b) What are the two views on bilingualism she develops? There are two views: from an insider perspective and from an outsider/social one. The latter argues that bilinguals have two different named languages with two linguistic systems. The insider perspective bilinguals/multilingual individuals are perceived as having just one linguistic system in which the different languages refer and construct one another c) What were the origins of translanguaging? The term translanguaging was coined in Wales by an educator, Cen Williams, who developed a different approach to bilingualism in education. To deepen students, use of Welsh and English, students were allowed to alter understanding received in one language and/or in the other language. Instead of using different languages in different spaces, Cen Williams’s translanguaging theory provided Welsh students with opportunities to change the language of the input and the output and write in another language or to discuss in a language and read in another, and so forth. d) Explain Cummins ‘Interdependence Hypothesis and its impact on bilingual education. He put forward that there was an underlying common proficiency between the languages of bilinguals that allowed for transfer to occur. It demonstrated how academic content, no matter the language of the institution, enhanced the general knowledge base of the student. Cummin’s hypothesis was interpreted in those early days as supporting bilingual education, because not everything taught through one language had to be re taught through another. His hypothesis provided the impetus for the expansion of all types of bilingual education in the 20th century, especially in North America, where immersion bilingual programs in Canada and developmental maintenance and traditional bilingual programs in the United States flourished. Moreover, his work was also
  • 3. used by educational authorities and educators to legitimate monolingual practices. e) Explain code-switching and its pedagogical validity following Gumperz (1976) as explained by Garcia & Kleyn. Jacbson developed the idea that bilingual teachers would use intersentential code-switching to teach bilingual children, that means that languages are being altered only at the end of the sentences. But his theory had more to do with enabling comprehension than with supporting and developing bilingualism. Since Gumperz, the sociolinguistic literature has shown how code-switching represents the agency of bilingual speakers to use two separate languages that represent two linguistic systems. And educators have been showing how code-switching is a common practice to make comprehension possible. f) How is Garcia’s (2009, 2016) theory of translanguaging different from code- switching? Quote it and explain it via the examples provided. -Code-switching relies on the idea that there are two language systems, but indicates that bilinguals transgress these all the time by alternating languages that are still seen as autonomous, closed systems with their own linguistic structures. - “It refers to the alternation between languages in a specific communicative episode, like a conversation or an email exchange or indeed signs” (Garcia, 2009, p.14) For example: Ofelia speaks in her bilingual house and she uses words such as “amigo” “casa” “room” “ dinner”, etc. And for Ofelia these are only words. -“Tanslanguaging refers to the deployment of the speaker’s full linguistic repertoire, which does not in any way correspond to the socially and politically defined boundaries of named language”. The teacher can develop a lesson plan using English as the medium of instruction and another language as a medium of discussion.
  • 4. g) Why is translanguaging important to build a more equitable society? How do linguistic repertoires and socially named languages relate? Translanguaging is important as it helps to build meaning, for example in cases of bilingual families who need to translate words to create meaning. Also in some of these cases, language minority children serve as translators for their own families. Translanguaging allows students to make metalinguistic connections and in leveraging all of their content and linguistic knowledge. However, beyond the academic and linguistic benefits, translanguaging is also an important way to validate who students are and what they bring to the classroom. In addition to this, translanguaging refers to the development of a speaker’s full linguistic repertoire, which does not in a way correspond to the socially and politically defined boundaries of named languages. h) What is the importance of translanguaging as a pedagogical tool? It helps in the teaching process. By teaching with translanguaging in mind, teachers can enable their students to use their whole knowledge base and be comfortable expressing themselves. In this sense, Translanguaging supports the ability of bilingual students to have multiple identities that are not exactly like those constructed in monolingual contexts or in other contexts. And also it supports students as they engage with and comprehend complex content and texts i) What elements should be part of a translanguaging design? The elements that should be part of a translanguaging design are the classroom, the instructions, the assessment. -Organizing students into groups with different levels of home/new language proficiency -Creating a unit that culminates in a research paper that draws on multilingual sources and centers on a topic relevant to bilingual communities
  • 5. - Providing a text in two or more languages and asking students to compare/contrast the lexicon, syntax, morphology, and discourse structures -Planning assessments that differentiate students’ general linguistic performances from their language specific performances j) How important is it in terms of assessment? All the ways in which we conceive assessment of language are extremely important. Many learners have called for a more accurate assessment of the understandings of bilingual children. There are two ways of understanding language in assessment. In the first place, the lexical and structural features that schools helped standardize and that make up what is then accepted as English, Spanish, Russian, etc. In the second place, the bilingual speakers’ own language features that go beyond the bounded designation of what is considered one or the other language, but that speakers can use to carry out linguistic tasks. language-specific performances in the named language and general linguistic performances k) Why is it important to support translanguaging in multilingual classrooms? Translanguaging creates a classroom environment where learners challenge linguistic hierarchies; and simultaneously allow learners to feel like valued members of the classroom community, enabling them to use all of their resources to participate fully in class activities. So, translanguaging is important because: - It Supports students as they engage with and comprehend complex content and texts - It Provides opportunities for students to develop linguistic practices for academic contexts - It Makes space for students’ bilingualism and bilingual ways of knowing - It Supports bilingual students’ socio-emotional development and bilingual identities
  • 6. Students develop the capacity to analyze their own language practices, foster their metalinguistic awareness, and become critical discourse analysts reflecting on their interactive practices. l) Explain Flores (2014) quote. “Let’s Not Forget that Translanguaging is a Political Act” Translanguaging is not simply a method but rather part of a larger political struggle of linguistic self-determination for language-minoritized populations. People often use the term to describe the language practices of language- minoritized communities without situating these practices within larger political struggles for linguistic self-determination. Translanguaging research should attempt to analyze the ways that these language practices are marginalized by the larger society. This should be activist-oriented research that seeks to work in solidarity with language-minoritized communities in resisting this marginalization.