This dissertation examines how teachers learn to implement translingual pedagogy in a language arts classroom. I analyze data from a five-week professional development study in which three middle school teachers learned and enacted an approach to pedagogical translation called TRANSLATE. TRANSLATE is adapted from small group guided reading, and describes specific steps and flexible strategies for guiding students to collaboratively translate short passages from grade level texts to improve reading comprehension. Focusing on teacher reflections on teaching TRANSLATE, I first examine how teachersâ professional vision of translingual pedagogy led to changes in their practice of pedagogical translation. Teachersâ initial orientations on pedagogical translation were highly individualized; conditioned by their normative pedagogical routines, their histories of engagement with particular students, and their participation in other related practices, especially second language learning experiences. As translation routines stabilized, however, teachersâ professional vision of translingual pedagogy began to converge through opportunities provided within the professional development for collaborative discussion of the goals of the practice. Drawing on social practice theory and multimodal discourse analysis procedures, I then examine lesson transcripts and video to investigate how teacher participation in language problem solving events (LPSEs) facilitated studentsâ metalinguistic understanding and teacher learning. This analysis suggests that studentsâ tendency to make explicit metalinguistic connections during collaborative translation is facilitated by bodily and material arrangements that promote shared attention on texts, especially on alternative translation choices. It also describes power struggles that arise when studentsâ focus on communicating essential text information conflicts with teachersâ goal of exploring the meaning of unusual vocabulary. Finally, this study suggests teachersâ participation in LPSEs is more strategic and effective when translation is regarded as a tool to achieve curricular objectives, rather than an end in itself. This study contributes to research and practice in translingual pedagogy by expanding our understanding of how teachers learn to leverage student background knowledge toward pedagogical goals in multilingual classrooms.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03252017-232640 |
| Date | 01 April 2017 |
| Creators | David, Samuel S |
| Contributors | Robert T. Jiménez, Ph.D., Rogers Hall, Ph.D., Deborah Wells Rowe, Ph.D., Susan Berk-Selgson, Ph.D. |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03252017-232640/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0116 seconds