Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning
In this study, two teachers of multilingual learners in the U.S. report case stories about how they implemented translanguaging approaches in support of their students’ social emotional learning. Translanguaging refers to bilinguals’ meaning-making process using their multilingual resources. In the...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/7/475 |
| _version_ | 1797439802629423104 |
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| author | Juyoung Song Deborah Howard Walny Olazabal-Arias |
| author_facet | Juyoung Song Deborah Howard Walny Olazabal-Arias |
| author_sort | Juyoung Song |
| collection | DOAJ |
| description | In this study, two teachers of multilingual learners in the U.S. report case stories about how they implemented translanguaging approaches in support of their students’ social emotional learning. Translanguaging refers to bilinguals’ meaning-making process using their multilingual resources. In the first case story, Deborah created and utilized multilingual writing checklists in her 3rd grade classroom to encourage and support students’ multilingual writing practices. She enacted translanguaging as a collaborative space, which enabled students to shift their roles from learners to teachers, helping them to increase their confidence and collaboration. In the second case story, Walny applied translanguaging approaches to reading in his 9th grade English classroom. He utilized translanguaging to explain literary concepts, create a multilingual reading list, and send letters to families in students’ first languages, enacting translanguaging as a space for connecting the multilingual texts. His approaches enhanced his students’ engagement with the text, the teacher, and the peers. The results highlight the significance of teachers’ advocating for multilingual learners’ use of their entire linguistic repertoire for their academic success and personal growth, providing implications for language teacher education. |
| first_indexed | 2024-03-09T11:59:24Z |
| format | Article |
| id | doaj.art-4ce1174e643949bbb09f25465d0afb63 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T11:59:24Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-4ce1174e643949bbb09f25465d0afb632023-11-30T23:05:20ZengMDPI AGEducation Sciences2227-71022022-07-0112747510.3390/educsci12070475Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional LearningJuyoung Song0Deborah Howard1Walny Olazabal-Arias2Department of English and Philosophy, Murray State University, Murray, KY 42071, USADepartment of English and Philosophy, Murray State University, Murray, KY 42071, USADepartment of English and Philosophy, Murray State University, Murray, KY 42071, USAIn this study, two teachers of multilingual learners in the U.S. report case stories about how they implemented translanguaging approaches in support of their students’ social emotional learning. Translanguaging refers to bilinguals’ meaning-making process using their multilingual resources. In the first case story, Deborah created and utilized multilingual writing checklists in her 3rd grade classroom to encourage and support students’ multilingual writing practices. She enacted translanguaging as a collaborative space, which enabled students to shift their roles from learners to teachers, helping them to increase their confidence and collaboration. In the second case story, Walny applied translanguaging approaches to reading in his 9th grade English classroom. He utilized translanguaging to explain literary concepts, create a multilingual reading list, and send letters to families in students’ first languages, enacting translanguaging as a space for connecting the multilingual texts. His approaches enhanced his students’ engagement with the text, the teacher, and the peers. The results highlight the significance of teachers’ advocating for multilingual learners’ use of their entire linguistic repertoire for their academic success and personal growth, providing implications for language teacher education.https://www.mdpi.com/2227-7102/12/7/475translanguagingsocial emotional learningsocial emotional competencemultilingual learnersmultilingual practicesemotion |
| spellingShingle | Juyoung Song Deborah Howard Walny Olazabal-Arias Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning Education Sciences translanguaging social emotional learning social emotional competence multilingual learners multilingual practices emotion |
| title | Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning |
| title_full | Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning |
| title_fullStr | Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning |
| title_full_unstemmed | Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning |
| title_short | Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning |
| title_sort | translanguaging as a strategy for supporting multilingual learners social emotional learning |
| topic | translanguaging social emotional learning social emotional competence multilingual learners multilingual practices emotion |
| url | https://www.mdpi.com/2227-7102/12/7/475 |
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