[Edling] & 'translanguaging": Urgent question from bilingual teacher

Tue Apr 19 00:23:13 UTC 2016

*sorry, i have no knowledge on this problem and fail to see how
translanguaging can help, but something peter mentioned did intrigue me:  *
*> *Anne Marie mentions the concept is being used in many ways recently,

*i did see a message from Anne Marie but did not see mention of these "many
ways".  i must confess i have had trouble getting a clear idea of this
concept from the vast and growing literature. **i would really like to know
what are the many ways that the concept is being used, either from Peter
or *Anne Marie.

*ps: here is what the **symposium*
*"Translanguaging and repertoires across signed and spoken languages:
Insights from linguistic ethnographies in (super)diverse contexts*
*PLACE of symposium: Max Planck Institute for the Study of Ethnic and
Religious Diversity*
*DATE: 20-21 June 2016*

*understands by this concept:*
*"*we mean the linguistic practices in which people with diverse and
multilingual backgrounds engage in order to make themselves understood by
others. When doing so, they do not make use of separated languages but use
elements/lexicon/grammar of (what might be regarded as) two or more
different languages, hence the term ‘translanguaging’*"*.

*ok, i get that, but **they also include "multimodality" in the concept,
including gestures.*

*so, what are these "many ways"?*

*http://www.mmg.mpg.de/events/workshops-conferences/2016/translanguaging-and-repertoires-across-signed-and-spoken-languages-insights-from-linguistic-ethnographies-in-superdiverse-contexts/
<http://www.mmg.mpg.de/events/workshops-conferences/2016/translanguaging-and-repertoires-across-signed-and-spoken-languages-insights-from-linguistic-ethnographies-in-superdiverse-contexts/>*

*Best, Cheers, LarryLarry Selinker*
*ls110 at nyu.edu <ls110 at nyu.edu>*
*http://www.researchproductionassociates.com/
<http://www.researchproductionassociates.com/>*

On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth <mee1 at nyu.edu> wrote:

> Dear Peter,
>
> Thank you for your thoughts and for taking the time and trouble to share
> them.
>
> I'll forward them to the teacher.
>
> Sincerely,
> Miriam
>
> Miriam Eisenstein Ebsworth, PhD
> Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
> NYU Steinhardt,
> 316 East Building
> New York, NY 10003
>
> Research Editor: Journal of Writing and Pedagogy
> Chair, NABE Research SIG Advisory Board
> Co-chair, ELL Think Tank
>
> office phone: (212) 998-5195
> office fax: (212) 995-3636
>
>
>
>
> On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer <peter.sayer at utsa.edu> wrote:
>
>> Ofelia Garcia’s (2009) *Bilingual Education in the 21 Century* is a good
>> comprehensive text and has a clear explanation of translanguaging, though
>> as Anne Marie mentions the concept is being used in many ways recently, and
>> also harkens back to earlier bilingual approaches to bilingual ed such as
>> Jacobson’s (1980s) “New Concurrent” approach which advocated the teacher’s
>> use of purposeful and strategic language mixing.
>>
>> About the positioning of above-below vs. side-to-side: I’m not aware of
>> any work on this specific aspect of language positioning, but would say
>> from a (1) linguistic perspective, it makes good sense to put a particular
>> sentence in one language above another so that students can more clearly
>> see how syntactic and lexical elements line up.  However, from a (2)
>> language valorization perspective, the problem the observer may have had
>> was not above-below per se, but rather that English was positioned ABOVE
>> Spanish, which may be seen as implicitly reinforcing the subordinate
>> position of the minoritized language.  In that case, positioning the
>> languages side by side represents them on more equal footing (or even use
>> above/below, but put Spanish on top).  Or maybe the observer was just being
>> cranky… but kudos to the teacher for taking the critique seriously and
>> following up.
>>
>> - peter.-
>>
>> From: <edling-bounces at bunner.geol.lu.se> on behalf of anne marie devlin <
>> anne_mariedevlin at hotmail.com>
>> Reply-To: The Educational Linguistics List <edling at bunner.geol.lu.se>
>> Date: Monday, April 18, 2016 at 9:04 AM
>> To: The Educational Linguistics List <edling at bunner.geol.lu.se>
>> Subject: Re: [Edling] Urgent question from bilingual teacher
>>
>> Miriam
>>
>> Current research is coming out strongly in favour of 'translanguaging'
>> where code switching is seen as a benefit to learners rather than a sign of
>> lack of acquisition.
>> I'm not at my desk and don't have access to references at the moment, but
>> a google search should bring up some interesting findings to support your
>> colleagues approach.
>>
>> Hope that helps
>>
>> Anne Marie
>>
>> ------------------------------
>> Date: Mon, 18 Apr 2016 07:29:35 -0500
>> From: mee1 at nyu.edu
>> To: francis.hult at englund.lu.se; edling at bunner.geol.lu.se
>> Subject: [Edling] Urgent question from bilingual teacher
>>
>> Dear Colleagues,
>>
>> A grad of one of our programs is a bilingual (Spanish) social studies
>> teacher in New York City, with 11 years of teaching experience.
>>
>> The teacher received a super-critical review of a class observation from
>> somebody outside the school who observed a single lesson. The observer knew
>> nothing in advance about the teacher's curriculum or approach; there had
>> been no communication with the teacher in advance of the observation.
>> After having written a scathing observation report, the observer refused to
>> have a conversation with the teacher, who sought politely to explain their
>> perspective and try to understand better the nature of the critique.
>>
>> The teacher has requested input on one issue in particular:
>> At the top of the lesson, the teacher had written a guiding question in
>> English with the Spanish version directly underneath.
>>
>> The teacher, as I understand it, sought to have the students first try to
>> understand the text in English, then read it in Spanish, and using all
>> linguistic resources make meaning out of the question. (And ultimately, the
>> students will be tested in English.)
>>
>> One of the many criticisms in the observation report was that the English
>> and Spanish versions should have appeared side by side rather than one
>> above the other. The teacher is perplexed.
>>
>> While the teacher's explanation makes sense to me, I have been asked
>> whether there is any objective guidance available from the research on best
>> practices to advocate for EITHER of the 2 approaches (2 languages side by
>> side versus one above the other).
>>
>> Thank you in advance for sharing your perspective. I'll pass it on.
>>
>> Sincerely,
>> Miriam
>>
>> Miriam Eisenstein Ebsworth, PhD
>> Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
>> NYU Steinhardt,
>> 316 East Building
>> New York, NY 10003
>>
>> Research Editor: Journal of Writing and Pedagogy
>> Chair, NABE Research SIG Advisory Board
>> Co-chair, ELL Think Tank
>>
>> office phone: (212) 998-5195
>> office fax: (212) 995-3636
>>
>>
>>
>>
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>
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