Translating Theory to Practice: Exploring Teachers’ Raciolinguistic Literacies in Secondary English Classrooms
Translating Theory to Practice: Exploring Teachers’ Raciolinguistic Literacies in Secondary English Classrooms
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将理论转化为实践：探索中学英语课堂中教师的种族语言素养
DOI：
10.58680/ee201829833
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Cati V. de los Ríos
中科院分区：
文献类型：
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作者：
K. Seltzer;Cati V. de los Ríos
这项针对两名中学英语教师的案例研究整合了两个城市课堂上的批判性语言翻译方法。我们的调查受到两个问题的指导：(1)两位教师如何在他们的课堂上使用批判性的语言翻译方法？(2)他们的立场如何影响这些方法的实施？本文阐述了教师的身份如何影响他们的立场和做法，指出不同的教师必须通过理解种族语言意识形态来处理他们的跨语言教学。最后，我们呼吁教师教育工作者帮助教师参与英语课堂中跨语言的越轨行为，磨练他们的种族语言素养，以便他们能够以更人性化的方式设计课堂学习。
This case study of two secondary English teachers integrates a critical translingual approach in two urban classrooms. Our inquiry is guided by two questions: (1) How did two teachers engage critical translingual approaches in their classrooms? (2) How did their positionalities shape implementation of these approaches? This article illustrates how teachers’ stances and practices can be affected by their identities, pointing to the ways that diverse teachers must approach their translanguaging pedagogies with an understanding of raciolinguistic ideologies. We end with a call for teacher educators to help teachers engage the transgressive elements of translanguaging in English classrooms and hone their raciolinguistic literacies so that they can design classroom learning in more humanizing ways.