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What is Linguistically and Culturally Diverse Students

Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Learners in school settings who have experiences with more than one culture or language.
Published in Chapter:
Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies: “How We Communicate Everything”
Matthew R. Deroo (University of Miami, USA)
DOI: 10.4018/978-1-7998-1962-2.ch010
This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.
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