Translanguaging practices briefly afforded multilingual participation, but this positioning did not endure across the unit¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one brainstorming interaction, Daniel participated actively through Spanish, French, and English, illustrating translanguaging; yet this multilingual positioning did not persist. → Takeuchi 2020

Evidence¶

Takeuchi 2020¶

Takeuchi, M.A. (2020). Geopolitical configuration of identities and learning: Othering through the institutionalized categorization of “English language learners. Cognition and Instruction. Advance online publication https://doi.org/10.1080/07370008.2020.1825438

q2 · i? · qualitative · r3

Analysis of Excerpt 3, a small-group brainstorming interaction in which the teacher encouraged Daniel to write ideas in Spanish on post-it notes and praised him with a French phrase. Meaning making through gestures was also significant. The article states, however, that “the positioning of Daniel as a multilingual did not endure throughout the transforming recess unit.”

"This interaction illustrates the practice of “translanguaging” (García & Leiva, 2014, p. 204), which is characterized as a fluid discursive space where new languaging realities emerge from the interactions among multiple languages."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• The institutionalized “ELL” label positioned labelled students as the Other, depriving them of access to agentive participation in the unit — related
• Positioning students as sources increases productive participation in science discourse — related