Using University Students' L1 as a Resource: Translanguaging in a Puerto Rican ESL Classroom
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| Title: | Using University Students' L1 as a Resource: Translanguaging in a Puerto Rican ESL Classroom |
|---|---|
| Language: | English |
| Authors: | Carroll, Kevin S., Sambolín Morales, Astrid N. |
| Source: | Bilingual Research Journal. 2016 39(3-4):248-262. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Native Language, Bilingualism, Code Switching (Language), Language Usage, English (Second Language), Second Language Learning, Second Language Instruction, Qualitative Research, Units of Study, Higher Education, Puerto Ricans, Cultural Background, Novels, Teaching Methods, Cooperative Learning, College Students, Spanish, Language Planning, Course Descriptions, Focus Groups, Student Attitudes, Interviews, Participant Observation |
| Geographic Terms: | Puerto Rico |
| DOI: | 10.1080/15235882.2016.1240114 |
| ISSN: | 1523-5882 |
| Abstract: | Framed within Ruiz's language-as-resource orientation, this article uses data from a college ESL classroom where a translanguaging approach was used for the teaching of a novel. After defining key terms, the article describes the linguistic context of higher education in Puerto Rico and its influence on one instructor's Basic English course. Using qualitative inquiry throughout a month-long unit, the researchers describe a bilingual instructor's translanguaging approach and how it enhanced the reading of Abraham Rodríguez Jr.'s "The Boy Without a Flag". The findings present how the translanguaging approach was implemented by using literature circles as a strategy to promote collaborative learning across the two languages. Ultimately, the authors argue that the use of a translanguaging approach complements Ruiz's language-as-a-resource orientation in that students' home language and varying linguistic repertories are respected and weaved into this ESL course as resources for constructing meaning and building on students' cultural knowledge. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2016 |
| Accession Number: | EJ1120725 |
| Database: | ERIC |
| Abstract: | Framed within Ruiz's language-as-resource orientation, this article uses data from a college ESL classroom where a translanguaging approach was used for the teaching of a novel. After defining key terms, the article describes the linguistic context of higher education in Puerto Rico and its influence on one instructor's Basic English course. Using qualitative inquiry throughout a month-long unit, the researchers describe a bilingual instructor's translanguaging approach and how it enhanced the reading of Abraham Rodríguez Jr.'s "The Boy Without a Flag". The findings present how the translanguaging approach was implemented by using literature circles as a strategy to promote collaborative learning across the two languages. Ultimately, the authors argue that the use of a translanguaging approach complements Ruiz's language-as-a-resource orientation in that students' home language and varying linguistic repertories are respected and weaved into this ESL course as resources for constructing meaning and building on students' cultural knowledge. |
|---|---|
| ISSN: | 1523-5882 |
| DOI: | 10.1080/15235882.2016.1240114 |
