How English-Speaking Teachers Can Create a Welcoming Environment that Allows Students to Maintain and Utilize their Language through Translanguaging: A Qualitative Case Study
This study analyzed how English-speaking teachers created a welcoming environment to allow students to maintain and utilize their first language through translanguaging in a high school class of English-language learners. This case study applied funds of knowledge as a theoretical framework to focus on how a ninth-grade class with two qualified English language arts teachers acquired new knowledge using five types of funds of knowledge: academic and personal background knowledge, accumulated life experiences, world views, and skills in an Urban-Multicultural Classroom. In a year-long effort, the researcher interviewed teachers and students, took field notes, collected instructional planning documents, and photographed students’ artifacts. The findings show that students grew in their construction of self-identity, developed their proficiency in two languages, and flourished in their multicultural competency while earning good grades.
References are shown in the text.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (https://creativecommons.org/licenses/by/4.0/).