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Scaffolding to make translanguaging a classroom norm
Author(s) -
Daniel Shan M.,
Jiménez Robert T.,
Pray Lisa,
Pacheco Mark B.
Publication year - 2019
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.361
Subject(s) - translanguaging , norm (philosophy) , argument (complex analysis) , scaffold , mathematics education , general partnership , sociology , pedagogy , computer science , linguistics , psychology , political science , biochemistry , chemistry , philosophy , database , law
To optimize translanguaging pedagogies, particularly in English‐only environments, teachers need to scaffold translanguaging activities and help students recognize that translanguaging can benefit their learning in school. Consistent and well‐designed scaffolding can help classroom communities view translanguaging as a norm. In this article, the authors offer this argument along with some examples of how elementary teachers designed and implemented scaffolding for translanguaging as part of a teacher–researcher partnership. Scaffolding examples are shared with the hopes of connecting research to everyday instruction and expanding the dialogue regarding how teachers can support students in leveraging their languages other than English in school.