Literacy & Learning
Permanent URI for this collectionhttps://hdl.handle.net/11274/9561
Browse
Browsing Literacy & Learning by Subject "Co-learning"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
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 Co-learning, translanguaging and English language acquisition(Research Outreach, 2020) Stewart, Mary Amanda; Hansen-Thomas, HollyThe US has the largest number of English-speakers in the world, but it is also multilingual: according to 2018 census data, 23% of children aged 5 to 17 speak another language at home. English language acquisition for those who speak English as a second language is therefore an important issue for educators. Mary Amanda Stewart and Holly Hansen-Thomas of Texas Woman’s University have been studying how ‘translanguaging’ and ‘co-learning’ can be used to help newcomer English language learners acquire greater fluency.