Search

Situated in the Midwest region of the United States, this study draws on translanguaging literacies to critically examine the discussions and sense-making that was taking place in a Mandarin-English bilingual community classroom between a Chinese bilingual teacher and three Chinese American bilingual students while engaging in discussions of language, culture, and history with children’s literature. Our findings demonstrate that the teacher carefully applied translanguaging literacies as deliberate pedagogy to help bilingual students understand language in the world, normalize linguistic freedom and respect, and critically make sense of their complex identities and histories with and through their entire linguistic repertoires. [ABSTRACT FROM AUTHOR]

While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that influenced pedagogical practices, and the changes over a five-year period during political and social changes in Hong Kong. Interviews with university professors indicated that there was limited time devoted to writing both at the university level and in primary and secondary schools. Instructors modelled process and genre approaches with the preservice and practising teacher, noting there was an increased focus on prewriting strategies in schools; however, there was little emphasis on providing feedback or revising texts. Language policies and exam pressure continued to influence writing instruction. However, signs of changing writing practices included teachers taking up process writing and formative assessment; a focus on the 21st century skills including technology use learned through the pandemic; and preservice teachers adopting more critical stances. [ABSTRACT FROM AUTHOR]

Recent work has reconceptualized language and interaction in terms that blur lines between languages, modalities, and material resources, and much of this work has taken up terms such as translingual and translanguaging. These perspectives understand that bi/multilinguals draw on a variety of semiotic resources in interaction and prioritize communicative effectiveness over grammatical accuracy and standard pronunciation. While work drawing on these perspectives has been ground-breaking in rethinking language and language users, few studies explore the messiness of bi/multilinguals' language ideologies. In this case study, we draw on the concepts of monolingual orientations and translingual orientations to analyse five Chinese–English bilinguals' perceptions of their language practice and ideologies in their workplace from a dynamic perspective. Our study contributes to the understanding of language ideologies by viewing translingual and monolingual orientations as dynamic and not mutually exclusive, and highlights the impacts of translingual experience on language ideologies. [ABSTRACT FROM AUTHOR]