“Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution
This chapter centers on our reflections and pedagogical moves as two bilingual educators at a Hispanic-Serving Institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Specifically, the chapter documents how we embrace a translanguaging pedagogica...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
E-JournALL
2018-12-01
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| Series: | EuroAmerican Journal of Applied Linguistics and Languages |
| Subjects: | |
| Online Access: | https://e-journall.org/index.php/ejall/article/view/vol5_issue2_2018-2376905x-9-147/2330 |
| _version_ | 1797685971706183680 |
|---|---|
| author | Sandra I. Musanti Alyssa G. Cavazos |
| author_facet | Sandra I. Musanti Alyssa G. Cavazos |
| author_sort | Sandra I. Musanti |
| collection | DOAJ |
| description | This chapter centers on our reflections and pedagogical moves as two bilingual educators at a Hispanic-Serving Institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Specifically, the chapter documents how we embrace a translanguaging pedagogical stance. Translanguaging practices are identity markers and represent the complex ways bilinguals use their linguistic repertoire to communicate across contexts and to negotiate social identities (García & Li Wei, 2014; Martinez-Roldán, 2015). Drawing on García, Johnson, and Seltzer’s (2017) conceptualization of a translanguaging “corriente,” we describe our translanguaging stance and moves as we, respectively, design and teach two undergraduate courses: an upper-level undergraduate Foundations of Bilingual Education course and an undergraduate Rhetoric and Composition I course. We identify tensions, as well as commonalities and differences in our experience enacting translanguaging pedagogies and assignments in two different disciplinary areas. We also present two students’ reflections and assignments to illustrate the outcomes of our translanguaging pedagogies. |
| first_indexed | 2024-03-12T00:58:57Z |
| format | Article |
| id | doaj.art-3f50b24047b74bb2a14daf8cfde1f933 |
| institution | Directory Open Access Journal |
| issn | 2376-905X |
| language | English |
| last_indexed | 2024-03-12T00:58:57Z |
| publishDate | 2018-12-01 |
| publisher | E-JournALL |
| record_format | Article |
| series | EuroAmerican Journal of Applied Linguistics and Languages |
| spelling | doaj.art-3f50b24047b74bb2a14daf8cfde1f9332023-09-14T09:29:44ZengE-JournALLEuroAmerican Journal of Applied Linguistics and Languages2376-905X2018-12-01524461https://doi.org/10.21283/2376905X.9.147“Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institutionSandra I. Musanti0https://orcid.org/0000-0002-1294-4434Alyssa G. Cavazos1The University of Texas Rio Grande ValleyThe University of Texas Rio Grande ValleyThis chapter centers on our reflections and pedagogical moves as two bilingual educators at a Hispanic-Serving Institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Specifically, the chapter documents how we embrace a translanguaging pedagogical stance. Translanguaging practices are identity markers and represent the complex ways bilinguals use their linguistic repertoire to communicate across contexts and to negotiate social identities (García & Li Wei, 2014; Martinez-Roldán, 2015). Drawing on García, Johnson, and Seltzer’s (2017) conceptualization of a translanguaging “corriente,” we describe our translanguaging stance and moves as we, respectively, design and teach two undergraduate courses: an upper-level undergraduate Foundations of Bilingual Education course and an undergraduate Rhetoric and Composition I course. We identify tensions, as well as commonalities and differences in our experience enacting translanguaging pedagogies and assignments in two different disciplinary areas. We also present two students’ reflections and assignments to illustrate the outcomes of our translanguaging pedagogies. https://e-journall.org/index.php/ejall/article/view/vol5_issue2_2018-2376905x-9-147/2330translanguaginghigher educationbilingualism |
| spellingShingle | Sandra I. Musanti Alyssa G. Cavazos “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution EuroAmerican Journal of Applied Linguistics and Languages translanguaging higher education bilingualism |
| title | “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution |
| title_full | “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution |
| title_fullStr | “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution |
| title_full_unstemmed | “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution |
| title_short | “Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution |
| title_sort | siento que siempre tengo que regresar al ingles embracing a translanguaging stance in a hispanic serving institution |
| topic | translanguaging higher education bilingualism |
| url | https://e-journall.org/index.php/ejall/article/view/vol5_issue2_2018-2376905x-9-147/2330 |
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