Pluralist discourses of bilingualism and translanguaging talk in classrooms

Leah Durán, Deborah Palmer

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

This paper examines student and teacher talk in a first grade classroom in a two-way immersion school in Central Texas. Drawing on audio and video data from a year-long study in a first grade two-way classroom and using a methodology that fuses ethnography and discourse analysis, the authors explore how pluralist discourses are constructed and lived in by bilingual students and teachers. These findings have implications for understanding the ways in which teachers and students are influenced by language policy, as well as how they might either support or undermine that policy.

Original languageEnglish (US)
Pages (from-to)367-388
Number of pages22
JournalJournal of Early Childhood Literacy
Volume14
Issue number3
DOIs
StatePublished - Sep 2014
Externally publishedYes

Fingerprint

multilingualism
classroom
discourse
teacher
school grade
student
language policy
discourse analysis
ethnography
video
methodology
school

Keywords

  • bilingual
  • classroom discourse
  • dual immersion
  • language policy
  • translanguaging

ASJC Scopus subject areas

  • Education

Cite this

Pluralist discourses of bilingualism and translanguaging talk in classrooms. / Durán, Leah; Palmer, Deborah.

In: Journal of Early Childhood Literacy, Vol. 14, No. 3, 09.2014, p. 367-388.

Research output: Contribution to journalArticle

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