Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers

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dc.contributor.authorHansen-Thomas, Holly
dc.contributor.authorStewart, Mary Amanda
dc.contributor.authorFlint, Patricia
dc.contributor.authorDollar, Tamra
dc.date.accessioned2023-03-07T19:10:17Z
dc.date.available2023-03-07T19:10:17Z
dc.date.issued2020
dc.descriptionArticle originally published by Journal of Language, Identity & Education, 20(3), 151–166. Published online 2019. https://doi.org/10.1080/15348458.2020.1726759
dc.description.abstractThere 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.en_US
dc.identifier.citationThis is the published version of an article that is available at https://doi.org/10.1080/15348458.2020.1726759. Recommended citation: Hansen-Thomas, H., Stewart, M. A., Flint, P., & Dollar, T. (2020). Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers. Journal of Language, Identity & Education, 20(3), 151–166. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14622
dc.identifier.urihttps://doi.org/10.1080/15348458.2020.1726759
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.rights.licenseCC BY-NC-ND
dc.subjectCo-learningen_US
dc.subjectEmergent bilingualsen_US
dc.subjectHigh schoolen_US
dc.subjectMonolingual teachersen_US
dc.subjectTranslanguagingen_US
dc.titleCo-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachersen_US
dc.typeArticleen_US

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