<div dir="ltr"><div class="gmail_default" style="color:rgb(0,0,0)"><b>sorry, i have no knowledge on this problem and fail to see how translanguaging can help, but something peter mentioned did intrigue me: </b><b>> </b><span style="font-family:Calibri,sans-serif;font-size:14px">Anne Marie mentions the concept is being used in many ways recently,</span><span style="font-family:Calibri,sans-serif;font-size:14px"> </span></div><div class="gmail_default" style="color:rgb(0,0,0)"><b><br></b></div><div class="gmail_default" style="color:rgb(0,0,0)"><b>i did see a message from <span style="font-family:Calibri,sans-serif;font-size:14px">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. </span></b><b><span style="font-family:Calibri,sans-serif;font-size:14px">i would really like to know what are the many ways that the concept is being used, either from Peter or </span></b><span style="font-family:Calibri,sans-serif;font-size:14px">Anne Marie.</span></div><div class="gmail_default" style="color:rgb(0,0,0)"><span style="font-family:Calibri,sans-serif;font-size:14px"><br></span></div><div class="gmail_default" style="color:rgb(0,0,0)"><font face="Calibri, sans-serif"><span style="font-size:14px"><b>ps: here is what the </b></span></font><b style="color:rgb(34,34,34)">symposium</b></div><div class="gmail_default" style="color:rgb(0,0,0)"><b style="color:rgb(34,34,34)">"Translanguaging and repertoires across signed and spoken languages: Insights from linguistic ethnographies in (super)diverse contexts</b></div><div class="gmail_default" style="color:rgb(0,0,0)"><b style="color:rgb(34,34,34)">PLACE of symposium: Max Planck Institute for the Study of Ethnic and Religious Diversity</b><br></div>
<div class="gmail_default" style="color:rgb(0,0,0)"><b style="color:rgb(34,34,34)">DATE: 20-21 June 2016</b><font face="Calibri, sans-serif"><span style="font-size:14px"><b> </b></span></font></div><div class="gmail_default" style="color:rgb(0,0,0)"><font face="Calibri, sans-serif"><span style="font-size:14px"><b><br></b></span></font></div><div class="gmail_default" style="color:rgb(0,0,0)"><font face="Calibri, sans-serif"><span style="font-size:14px"><b>understands by this concept:</b></span></font></div><div class="gmail_default" style="color:rgb(0,0,0)"><font face="Calibri, sans-serif"><span style="font-size:14px"><b>"</b></span></font><span style="color:rgb(34,34,34)">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’<b>"</b>.</span></div><div class="gmail_default" style="color:rgb(0,0,0)"><span style="color:rgb(34,34,34)"><br></span></div><div class="gmail_default" style="color:rgb(0,0,0)"><span style="color:rgb(34,34,34)"><b>ok, i get that, but </b></span><b style="color:rgb(34,34,34)">they also include "multimodality" in the concept, including gestures.</b></div><div class="gmail_default"><b><br></b></div><div class="gmail_default"><b>so, what are these "many ways"?</b></div>
<div class="gmail_default" style="color:rgb(0,0,0)"><font face="Calibri, sans-serif"><span style="font-size:14px"><b><br></b></span></font></div><div class="gmail_default" style=""><font face="Calibri, sans-serif" style=""><b style=""><font color="#000000"><span style="font-size:14px"><a href="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/</a></span></font><br></b></font></div><div class="gmail_extra"><br clear="all"><div><div class="gmail_signature"><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><b><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><font face="arial, helvetica, sans-serif"><div><b><font face="arial, helvetica, sans-serif"><br></font></b></div>Best, <br><br>Cheers, <br><br>Larry<br><br>Larry Selinker</font></b><div><b style="font-size:12.6666669845581px"><u><font color="#0000ff"><a href="mailto:ls110@nyu.edu" target="_blank">ls110@nyu.edu</a></font></u></b><div><div><b><a href="http://www.researchproductionassociates.com/" target="_blank"><font face="arial, helvetica, sans-serif" color="#0000ff">http://www.researchproductionassociates.com/</font></a></b></div></div></div></div></div></div></div></div></div></div></div></div></div></div>
<br><div class="gmail_quote">On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth <span dir="ltr"><<a href="mailto:mee1@nyu.edu" target="_blank">mee1@nyu.edu</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr"><div><div><div>Dear Peter,<br><br>Thank you for your thoughts and for taking the time and trouble to share them.<br><br></div>I'll forward them to the teacher.<br><br></div>Sincerely,<br></div>Miriam<br></div><div class="gmail_extra"><br clear="all"><div><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr">Miriam Eisenstein Ebsworth, PhD<br>Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>NYU Steinhardt, <div>316 East Building<br></div><div>New York, NY 10003<br><br>Research Editor: Journal of Writing and Pedagogy<br>Chair, NABE Research SIG Advisory Board</div><div>Co-chair, ELL Think Tank<br><br>office phone: <a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank">(212) 998-5195</a><br>office fax: <a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank">(212) 995-3636</a> <br><br><br><br></div></div></div></div></div></div></div></div></div></div>
<br><div class="gmail_quote">On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer <span dir="ltr"><<a href="mailto:peter.sayer@utsa.edu" target="_blank">peter.sayer@utsa.edu</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div style="word-wrap:break-word;color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<div>Ofelia Garcia’s (2009) <i>Bilingual Education in the 21 Century</i> 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. </div>
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<div>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. </div>
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<div>- peter.-</div>
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<span style="font-weight:bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank">edling-bounces@bunner.geol.lu.se</a>> on behalf of anne marie devlin <<a href="mailto:anne_mariedevlin@hotmail.com" target="_blank">anne_mariedevlin@hotmail.com</a>><br>
<span style="font-weight:bold">Reply-To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Date: </span>Monday, April 18, 2016 at 9:04 AM<br>
<span style="font-weight:bold">To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Subject: </span>Re: [Edling] Urgent question from bilingual teacher<br>
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<div dir="ltr">Miriam
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<div>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.</div>
<div>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.</div>
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<div>Hope that helps</div>
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<div>Anne Marie<br>
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Date: Mon, 18 Apr 2016 07:29:35 -0500<br>
From: <a href="mailto:mee1@nyu.edu" target="_blank">mee1@nyu.edu</a><br>
To: <a href="mailto:francis.hult@englund.lu.se" target="_blank">francis.hult@englund.lu.se</a>; <a href="mailto:edling@bunner.geol.lu.se" target="_blank">
edling@bunner.geol.lu.se</a><br>
Subject: [Edling] Urgent question from bilingual teacher<br>
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<div>Dear Colleagues,<br>
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A grad of one of our programs is a bilingual (Spanish) social studies teacher in New York City, with 11 years of teaching experience.<br>
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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.<br>
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The teacher has requested input on one issue in particular:<br>
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At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.<br>
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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.)<br>
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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.<br>
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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).
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Thank you in advance for sharing your perspective. I'll pass it on.<br>
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Sincerely,<br>
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Miriam<br>
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<div dir="ltr">Miriam Eisenstein Ebsworth, PhD<br>
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>
NYU Steinhardt,
<div>316 East Building<br>
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<div>New York, NY 10003<br>
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Research Editor: Journal of Writing and Pedagogy<br>
Chair, NABE Research SIG Advisory Board</div>
<div>Co-chair, ELL Think Tank<br>
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office phone: <a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank">(212) 998-5195</a><br>
office fax: <a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank">(212) 995-3636</a> <br>
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