‘Somos bilingües’: Translanguaging socialization of DLBE teachers during the COVID-19 pandemic

Authors

Grace Jue Yeon Kim, Bucknell UniversityFollow

Publication Date

2024

Description

After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers’ implementation of translanguaging pedagogies and language socialization during the pandemic through the following research questions: (1) What adjustments did the teachers make to their teaching and curriculum to support the students as they navigated the pandemic times? (2) How did the teachers and students use languages in their interaction in blended learning environments? Findings from the 2^nd grade Spanish Language Arts and 4^th grade Social Studies classes demonstrate that both teachers reported an increased awareness of the importance to integrate translanguaging pedagogies and reflected a translanguaging stance. They also intentionally integrated translanguaging strategies into their teaching through translanguaging design. The 2^nd grade teacher invited the students to draw upon their full linguistic repertoires for Spanish literacy development, whereas the 4^th grade teacher adopted translanguaging design to make content materials more accessible. Through translanguaging socialization, both teachers socialized the students into and through flexible language use and created a learning environment where students’ linguistic repertoires were valued as a resource for learning.

Journal

International Journal of Bilingual Education and Bilingualism

Department

Education

DOI

https://doi.org/10.1080/13670050.2024.2307428

Recommended Citation

Kim, Grace Jue Yeon. "‘Somos bilingües’: Translanguaging socialization of DLBE teachers during the COVID-19 pandemic." (2024) .