Please note: This post is a live blog and as such is only lightly edited. Please pardon any errors.
Translanguaging enables us to imagine new ways of being and languaging so that we can begin to act differently upon the world (Garcia & Wei, 2014, p. 138).
Translanguaging is more of an affective position, while world Englishes is a workable framework that teachers can engage with to create pedagogical interventions.
9:49: Wow! Apparently there’s one Maryland county that has seen over 1,200% growth in their ELL student population over the past few years.
9:51: I don’t know that I agree with the recasting of African American Vernacular English (AAVE) as “Hip-hop English”. I know that this term has been used elsewhere, but there are significant racial and ideological assumptions being made in this naming that perpetuates negative views of AAVE in a way that, to me at least, potentially calls into question its legitimacy as a variety of English.
9:53: Pandey and Pandey just highlighted, with very compelling video data, that ELLs report only feeling comfortable deploying their multilingual resources in classes where the teacher creates value around multilingual resources. This clearly highlights the importance of training all teachers, not just ESOL teachers about linguistic diversity and how to support and foster the true academic and social value of multilingualism.
The marginalization of black girls is reified in how teachers respond to AAVE.
10:05: So, moving beyond multilingualism to multi-lectalism Pandey and Pandey begin to focus on AAVE and how teachers respond to speakers of AAVE to marginalize young black girls, casting them as “loud” and “ghetto” because of their linguistic practices. This casts the black girls as lacking agency. During interviews with researchers, participants would reclaim their agency by troubling the teachers interpretation that their practices were “because they’re black”, to point out that the behavior stemmed from socioeconomic and institutional inequities.
Pupil-oriented translanguaging as a tool to empower students to see themselves as language users that can shuttle between clines of linguistic practice and to critically understand their languaging and the social context in which they currently find themselves embedded.