Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/9561
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Browsing Literacy & Learning by Author "Dollar, Tamra"
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Item Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers(Taylor & Francis, 2020) Hansen-Thomas, Holly; Stewart, Mary Amanda; Flint, Patricia; Dollar, TamraThere is a growing chasm between the instruction of secondary emergent bilinguals (EBs) and research illustrating the benefits of adolescent EBs using translanguaging practices for academic engagement and gains. Specifically, this qualitative study purposes to understand how monolingual teachers enact a translanguaging pedagogy in a high school classroom where English language acquisition is the focus. Findings indicate the primary resource the teachers used in their translanguaging pedagogy were the students themselves, and suggest that teachers’ willingness to participate as co-learners with adolescent EBs is crucial. Co-learning has been found to be an appropriate pedagogical tool with teachers of multilinguals due to the rich experiences it can foster and this study supports such literature. Additional study findings revealed tensions students and teachers felt through these practices, specifically in regards to translating, technology use, and students’ desire to learn the L2.Item Hurdling over language barriers: Building relationships with adolescent newcomers through literacy advancement(Wiley Open Access, 2018) Stewart, Mary Amanda; Flint, Patricia; Dollar, TamraAdolescents who are newcomers in a country and beginning to acquire English as an additional language are often in secondary classrooms with teachers who do not speak their languages. Due to these communication obstacles, there is a great need for teachers to build relationships with their students while setting optimal conditions for literacy development across languages (e.g., English and Spanish) and domains (e.g., oral, written, and digital communication). Guided by tenets of culturally and linguistically responsive pedagogy, the authors describe how two self‐identifying monolingual English‐speaking teachers formed relationships with high school newcomers during a summer literacy institute. The authors highlight three specific literacy activities that facilitated students’ oral, written, and digital literacy skills in both English and Spanish while also creating a space for caring relationships to form between students and teachers.