Teaching Hispanic Restaurant Workers: Translanguaging as Culturally Sustaining Pedagogy.
In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one‐year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and C...
| Publicado en: | Anthropology & Education Quarterly Vol. 51; no. 3; pp. 304 - 322 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Sep2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=145299082&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145299082 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Sep2020 vid: 51 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 145299082 10.1111/aeq.12340 ppf: 304 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 120KB tig: atl: Teaching Hispanic Restaurant Workers: Translanguaging as Culturally Sustaining Pedagogy. aug: au: Emerick, Mark R. Hoffman, Brooke Y. Kanno, Yasuko affil: Muhlenberg College Rowan University Boston University su: Education Teaching Language & languages Ethnographic analysis Research sug: subj: Education Teaching Language & languages Ethnographic analysis Administration of Education Programs Educational Support Services All Other Miscellaneous Schools and Instruction Research keyword: community‐based ESL Culturally Sustaining Pedagogy Hispanic immigrants translanguaging community‐based ESL Culturally Sustaining Pedagogy Hispanic immigrants translanguaging ab: In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one‐year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and CSP but in practice fell short. We conclude that translanguaging is most powerful when understood as a component of CSP but call for more research in this area. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|