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Full-Text Articles in Education
Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea
Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea
Open Educational Resources
No abstract provided.
Jmer Vol. 9: The Power Of Voice: Contributions Of Ofelia García To Language Education
Jmer Vol. 9: The Power Of Voice: Contributions Of Ofelia García To Language Education
Journal of Multilingual Education Research
This special issue of The Journal of Multilingual Education Research is a tribute to Ofelia García as a scholar and as a mentor. Dr. García has made 'translanguaging' famous throughout the world. The fifteen articles in this issue reflect her impact on translanguaging.
Ofelia García: A Transformative Thinker And Leader, Cecilia M. Espinosa
Ofelia García: A Transformative Thinker And Leader, Cecilia M. Espinosa
Journal of Multilingual Education Research
In this essay, I describe the ways in which Ofelia García's work influenced the field of bilingual education and multilingualism, as well as my thinking over the years as a bilingual educator. Dr. García has been a model of what it means to be an intellectual who is deeply connected to the importance of engaging in transformative theoretical ideas. Her ideas, in turn, have proven to have profound implications for pedagogy that impacts the education of emergent bilinguals. Her work is deeply grounded in understandings about language and language development as it exists in the world. Her perspective is one …
Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza
Trans + Languaging: Beyond Dual Language Bilingual Education, Cristian R. Solorza
Journal of Multilingual Education Research
Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but non-standard named language varieties are still marginalized in classrooms. Using the prefix trans+, García pushes us to look beyond bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students whole, as they learn to leverage and expand their …
Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés
Critical Research With An Eye On Monday Morning: La Investigación Comprometida De Ofelia García, Guadalupe Valdés
Journal of Multilingual Education Research
This essay by Guadalupe Valdés reflects on the influence of Ofelia García on her own experiences and as well as on the field of bilingual education. As a reader, educator, and researcher concerning emergent bilingual children, the author shares many of the same challenges. She expresses her deep felt sense of gratitude for what Ofelia García has done for the profession, for teachers, and for children.
Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter
Minority Languages, National State Languages, And English In Europe: Multilingual Education In The Basque Country And Friesland, Jasone Cenoz, Durk Gorter
Journal of Multilingual Education Research
This article focuses on minority languages in education in Europe in contexts where they are in contact with national state languages and English. Teaching minority language implies bilingual education because it is not about replacing the majority language, but to come ‘alongside’ or at ‘equal footing’. The cases of Basque and Frisian, comparing and contrasting their similarities and differences, are analyzed. Schools in these regions desire to go beyond bilingualism and to promote multilingualism as an important aim in education. The contribution of Ofelia García’s work to research in these contexts is discussed.
A Tribute To Ofelia García, Colin Baker
A Tribute To Ofelia García, Colin Baker
Journal of Multilingual Education Research
As a tribute to Ofelia García, I describe five events in my life that were influenced by our meetings and collaboration. These events span the years of our first meeting in 1992 through my role to introduce Dr. García before her Keynote Address at a Bilingual Education & Translanguaging Conference in 2016.
Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores
Translanguaging Into Raciolinguistic Ideologies: A Personal Reflection On The Legacy Of Ofelia García, Nelson L. Flores
Journal of Multilingual Education Research
The term translanguaging has received a great deal of attention in recent years in applied linguistics. Originally coined to describe a bilingual pedagogical approach Ofelia García extended the definition to encompass the multiple discursive practices of bilingual communities. This broader definition has been taken up in many different ways by scholars seeking to challenge dominant conceptualizations of bi/multilingualism. In this article, I describe the ways that translanguaging offered me a point of entry for better understanding my own experiences as a US Latino. In addition, I discuss how it has equipped me with theoretical tools for speaking back to the …
Reflections On Language And Identity: Ofelia García's Impact On One Latina's Academic Trajectory And Scholarship, Dina López
Journal of Multilingual Education Research
This essay shares my own personal story of how—as a first-generation Latina academic—working with Ofelia García transformed my sense of self and trajectory as a scholar working with issues of language, identity, and education. Weaving personal anecdotes throughout, I trace the evolution of my thinking and research with a focus on the concepts of heteroglossic language ideologies, dynamic bilingualism, and translanguaging. I conclude the essay by reflecting on the importance and implications of first-generation Latina academics receiving mentorship from senior Latina scholars.
Ofelia García: A Visionary Thinker, Christine Hélot
Ofelia García: A Visionary Thinker, Christine Hélot
Journal of Multilingual Education Research
As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological borders and illustrate …
Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco
Ofelia García: A Life Dedicated To Giving Voice, Zoila Morell, Patricia Velasco
Journal of Multilingual Education Research
No abstract provided.
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
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 …
The Experience Of Co-Teaching For Emergent Arabic-English Literacy, Anna M. Dillon, Kay Gallagher
The Experience Of Co-Teaching For Emergent Arabic-English Literacy, Anna M. Dillon, Kay Gallagher
The Qualitative Report
In this paper we explore teachers’ experiences of co-teaching within a new bilingual (Arabic/ English) model in public Kindergarten schools in the United Arab Emirates. The main objective was to understand teachers’ experiences with intercultural teaching for biliteracy in this context. We interviewed six pairs of co-teachers. These co-teachers represent six of the nationalities of teachers working in public Kindergartens in Abu Dhabi, thereby representing a cross-section of the cultural context of teaching in the reformed public schools. The data highlight teachers’ varied co-teaching practices and point to aspects such as classroom management and translanguaging as aspects of classroom practice …
An English Learner As A Cultural Broker For Youth Interviews, Cynthia C. Reyes
An English Learner As A Cultural Broker For Youth Interviews, Cynthia C. Reyes
The Qualitative Report
In the field of student voice, listening is a notion that is made more complex when related to student participation and agency. To listen to who English learners are requires a reframing of these students against the deficit discourse that is often used to describe their linguistic competencies. Discourse analysis is employed to examine the translanguaging experiences of an adolescent English learner who assisted the researcher in interviews with his peers. This empirical piece asks the question of what researchers can learn when employing the use of students as brokers when conducting interviews. Translanguaging is considered an element of cultural …
Using Spanish In English-Language Spaces: Identifying Bilingual Composition Students' Translanguaging Practices, Maria Isela Maier
Using Spanish In English-Language Spaces: Identifying Bilingual Composition Students' Translanguaging Practices, Maria Isela Maier
Open Access Theses & Dissertations
This Dissertation is a qualitative study that uses ethnographic research methods to examine the translanguaging practices of bilingual students in first-year composition at a university along the U.S.-Mexico border. Specifically, I observe how and why bilingual students employ translanguaging practices, as they are encouraged or invited by their instructors, in contexts where English Standard Language policies exist. The results of this qualitative project demonstrate bilingual students' use of translation as part of their translanguaging practices, as well as a tool that uncovers students' writing processes which also demonstrates their language negotiation. Furthermore, the students' translanguaging practices reveal the rhetorical use …
Language Ideologies And Identities Of Emergent Bilinguals In A Dual Language And A Transitional Bilingual Education Context: A Comparative Study, Lidia Herrera-Rocha
Language Ideologies And Identities Of Emergent Bilinguals In A Dual Language And A Transitional Bilingual Education Context: A Comparative Study, Lidia Herrera-Rocha
Open Access Theses & Dissertations
The purpose of this comparative study is to gain insight into the language ideologies and identities of emergent bilinguals as constructed in a dual language (DL) program and a transitional bilingual program (TBE) in a U.S. - Mexico border city. This study documented the ways teachers and school leaders appropriated, negotiated, and resisted macro-level policies in their everyday interactions and the impact this had on students' views about themselves and about language. This study intends to add to existing literature on emergent bilinguals and bilingual education by centering the voices of the students and using the theoretical lenses of (1) …
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Existing research has explored the value of multilingual pedagogies that focus on utilizing the linguistic / cultural resources of students (e.g., García & Kleyn 2016, Turner 2017); however, there is still a need to examine how the kinds of teacher agency that can lead to multilingual pedagogies actually being implemented can best be developed in teacher education classrooms. The present study incorporates collaborative auto-ethnography to examine microteaching activities / reflections of three researcher-participants in a teacher education course on schooling and multilingualism. The authors found that playing the role of students in the microteachings enabled them to reflect on their …
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
College of Education Working Papers and Reports Series
Using multimodal and digital ethnography, this year-long study makes visible how a community of seven Colombian English language teachers collaborate to make sense of, and use multilingual, multimodal, and digital literacy resources in innovative ways. This study draws on critical multilingualism, translanguaging, and communicative repertoires to respond to this question: How do teachers negotiate and co-construct multilingual, multimodal, and digital strategies for language learning in a Colombian university? Translanguaging and communicative repertoires are powerful theoretical and pedagogic tools that illuminate how to navigate semiotic and digital diversity in education. With translanguaging, García and Li (2014) advocate for the active and …