Tuesday, 9th-11th periods
This graduate level seminar explores ways that bilingual students and their teachers draw on varied resources to make meaning in content areas, including literacy, science, mathematics, and foreign language classrooms. Scholarship in translanguaging (Garcia & Li, 2013), translingual practice (Canagarajah, 2013), and bilingual instructional strategies (Cummins, 2005)— despite differences in their framing of bilingualism—share the perspective that emerging bilingual students’ linguistic, academic, and social potential is enhanced when they can access the full range of their meaning-making repertoires in the classroom. This fall, we will critically explore these translingual approaches, and examine pedagogies that leverage students’ meaning-making resources across content areas and grade levels. Specific sub-topics include translingual pedagogies in relation to (a) language ideologies, (b) identity (c) disciplinary practices, (d) multimodality, and (e) instructional contexts.