Publications and Research

Document Type

Article

Publication Date

Fall 2017

Abstract

Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary English as a New Language (ENL) teachers uncover the diversity of their recently-arrived emergent bilingual population through implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers’ shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.

Comments

This article was originally published in Schools: Studies in Education, available at DOI 10.1086/693792

 
 

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