How English-Speaking Teachers Can Create a Welcoming Environment that Allows Students to Maintain and Utilize their Language through Translanguaging: A Qualitative Case Study

  • Benedict L. Adams Missouri Western State University
Keywords: translanguaging, funds of knowledge, English learners

Abstract

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

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Published
2020-12-22
How to Cite
Adams, B. (2020). How English-Speaking Teachers Can Create a Welcoming Environment that Allows Students to Maintain and Utilize their Language through Translanguaging: A Qualitative Case Study. Journal of Culture and Values in Education, 3(2), 196-211. https://doi.org/10.46303/jcve.2020.20

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