Teaching Classrooms For Bilingual Classrooms

952 Words Mar 6th, 2016 4 Pages
Translanguaging Pedagogy in Bilingual Classrooms As mentioned before, teachers need to use translanguaging pedagogy in bilingual classrooms because it has many advantages and benefits for bilingual learners. However, natural translanguaging involves teachers’ utilize of translanguaging because they use it naturally not pedagogically with specific students or small groups for specific reason which is being sure that students gain full comprehending in a subject or a text. For example, Michael-Luna and Canagarajah (2007) write about an example that showed this form clearly. They report a conversation between teacher and students as the teacher talk with students about the word “warm” because she wanted to ensure that they understood. The conversation is:
Teacher: Do you know what warms means? What does warm mean? (Long pause) No saben? (You don’t know?)
Students: {Shake heads ‘No’}
Teacher: Oh, ahora caigo, now I understand. Calentar (to warm)
Student 1: Ooooh calentar
Student 2: Calentar ... caras (to warm ... faces)
Teacher: So, [pointing to the text in the book] calienta su cara. (Warm one’s/your face) so it warms (long pause) faces?
Student 2: The land.
Student 1: The land. (p. 63).
In the previous example, the teacher use translanguaging while reading to ensure that students understand the meaning of the word. Teachers use translanguaging naturally to explain a word. The other form of translanguaging is official translanguaging, which is a pedagogy, and…
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