Education Commons^™

Attending To And Transforming Power Dynamics In Translanguaged Research Relationships And Methodology, Sara Vogel

Publications and Research

In this response to Lee (2022), I posit that translanguaging has prompted a re-evaluation of applied linguistics and sociolinguistics methodology in part because the theory has implicated issues of power dynamics and coloniality into the study of language. For this, if researchers wish to conduct research from translanguaging perspectives, it becomes necessary to recognize and attend to power dynamics in research design and methodology. This piece suggests some guiding questions for addressing power dynamics in one aspect of translanguaging methodology — forming research relationships. It explores how, in our relationships to our fields, we might promote answerability (Patel, 2014) for …

“Los Programadores Debieron Pensarse Como Dos Veces”: Exploring The Intersections Of Language, Power And Technology With Bi/Multilingual Students, Sara Vogel

Publications and Research

Critical computing approaches to K-12 Computer Science (CS) education aim to promote justice in computing and the wider world. Despite being intertwined with inequitable power dynamics in computing, issues of linguistic (in)justice have received less attention in critical computing. In this article, I draw on theoretical ideas from sociolinguistics and critical computing to analyze qualitative data collected in computing and technology-integrated language and humanities classes serving emergent bi/multilingual middle school students. Conversations about language, technology, and power were close at hand in focal classrooms, and surfaced in moments when students acted as users and critics of, and tinkerers with digital …

Representing Percents And Personas: Designing Syncretic Curricula For Modeling And Statistical Reasoning, Sarah Radke, Sara Vogel, Christopher Hoadley, Jasmine Ma

Publications and Research

Syncretic literacy can link everyday and scientific concepts in student learning. In this paper we describe the design and implementation of a curricular unit in a bilingual middle school science class developed to help students link everyday conceptions, conceptions from math, science, and computer science, and their own broad linguistic repertoires to support syncretic literacy in modeling and statistics in a unit on post-Hurricane Maria outmigration from Puerto Rico. The unit invited students to use printed maps, physical objects, computer code, and simulations to explore concepts such as percentages and scientific models, framed by an approach from translanguaging pedagogy. Qualitative …

Languages, Literacies, And Literate Programming: Can We Use The Latest Theories On How Bilingual People Learn To Help Us Teach Computational Literacies?, Sara Vogel, Christopher Hoadley, Ana Rebeca Castillo, Laura Ascenzi-Moreno

Publications and Research

Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives.

Objective: We use translanguaging to examine how programming is and isn’t like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies.

Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects.

Findings: Translanguaging pedagogy …

Cruzar Fronteras Em Espaços Acadêmicos: Transgressing “The Limits Of Translanguaging”, Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett, María Teresa De La Piedra, Ana Maria Rabelo Gomes, Ariana Mangual Figueroa, Gabriela Novaro, Marjorie Faulstich Orellana, Char Ullman

Publications and Research

Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic …

An Expanded View Of Translanguaging: Leveraging The Dynamic Interactions Between A Young Multilingual Writer And Machine Translation Software, Sara Vogel, Laura Ascenzi-Moreno, Ofelia García

Publications and Research

Two central forces re-shaping education in the 21st century in the United States are the increasingly diverse and rich multilingual practices of students, as well as our growing use of digital technologies to communicate and make meaning (Deumert, 2014; García, Bartlett & Kleifgen, 2007; Jewitt, 2008; New London Group, 1996). Even if much scholarship has focused on the trends of multilingualism and multimodalities as separate entities, there are many intersections. Digital tools like machine translation software are being used in schools by multilingual students, and their often-monolingual teachers. Frameworks for multilingual teaching and learning involving intentional use of machine translation …

From Deficit To Diversity: How Teachers Of Recently-Arrived Emergent Bilinguals Negotiate Ideological And Pedagogical Change, Laura Ascenzi-Moreno

Publications and Research

Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary English as a New Language (ENL) teachers uncover the diversity of their recently-arrived emergent bilingual population through implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers’ shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.