Tesol 2013

"Inventing a Translingual Learning Community in the Elementary Classroom”

TESOL 2013 The 47th Annual Convention

Dallas, TX

David Schwarzer Montclair State University

Attempts for more fluid conceptualizations

Transnational education Hybridity Third space Dynamic bilingualism World minded educator Translingual education

Trans-language learner? Jonietz (1994)

“If the traditional terms are not really applicable, is there a more appropriate term? Is it possible that these learners are ‘trans-language learners’ (TLL)? Trans-language learner is a term which describes an individual who moves from a maternal/native language to competence in an additional environmental/instructional language and culture.” (p.43)

Translingual Writers –Kellman (2003)

Translingual authors as “those who write in more than one language or in a language other than their primary one.” (p. ix)

By expressing themselves in multiple verbal systems, [translingual writers] flaunt their freedom from the constrains of the culture into which they happen to be born (ix). Kellman (2003)

Cutter, M. J. (2005) Book (review of Kellman 2003)

Translingualism as a subject is certainly worthy of theorization and study… However, the definition of translingualism presented here is very broad and the collection as a whole therefore remains rather diffuse and unfocused. Problematically, Kellman never distinguishes translingualism from bilingualism, multilingualism, or ambibilingualism. (p.199)

Proposing a new definition: translingualism/transliteracy

1. Languages and literacies that develop while interacting with each other in a dynamic and fluid way

2. while moving back and forth between real and “imagined” glocalized borders

3. and transacting with different cultural identities within a unified self. (Schwarzer, in preparation)

Three ways to define translingualism

Translingualism as a new phenomenon of study

Translingualism as an ideology Transligualism as a new methodology For more information – Visit

http://transligualism.ning.com

Translingualism as a new Phenomenon

Canagarajah, S (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations.

Shahjahan, R & Kezar, A (2013). Methodological Nationalism.

“Glonacality” emphasize the intersections, interactions, mutual determinations of these levels (global, national, and local)… not as a linear flow from the global to the local; rather a simultaneity of flows. (Marginson & Rhodes, 2002)

Linguistic Landscapes – Multiliteracy dig – Environmental Print

Linguistic objects that mark the public space (Ben-Rafael et al., 2006).

LL reveal social realities as they are evidence of socio-political forces, cultural identities, and linguistic heritage language representations relates to issues of the relative power and status of the different languages in a specific sociolinguistic context (Cenoz & Gorter, 2008)

"private" vs. "public" signs - signs issued by public authorities (like government, municipalities or public agencies) and signs issued by individuals, associations, or firms acting more or less autonomously in the limits authorized by official regulations (Ben-Rafael et al., 2006)

Linguistic Landscape of Harrison, NJ

3 schools and 1,783 students 180 (approx. 10%) are classified as LEP Student population is: 9% Asian, 1% African-

American, 58% Hispanic, 32% Caucasian 19% of students below poverty level The districts spends $400,000 on bilingual

education annually

Translingualism in Harrison

Translingualism as a new ideology

Can you be bilingual and have a monolingual view of language and literacy development?

The bilingual middle school teacher story. Can you be monolingual and have a translingual

view of language and literacy development? Monolingual teachers as “jazz band” directors in

their translingual classrooms.

Translingualism as a New Methodology

Unit plans designed by monolingual students to impact learning in their translingual learning communities.

http://translingualism.ning.com http://translingualismtoday.weebly.com/ http://translyricism.weebly.com/ http://www.multiliteracyintheham.myeweb.net/

Transliteracy Education

Wordless book for Science

Wordless book Continued

Immune System Biology Unit Plan for the STEM School in Paterson, NJ

A Culturally Relevant Plan to Cultivate Scientific Learning

Paterson, NJ City of Paterson dates back to the Revolutionary War era

Former industrial center

The residents are dominantly of Hispanic descent. The population also contains significant African American, Middle Eastern and Caucasian populations.

The school populations are overwhelmingly poor with significant proportions of students who are ELLs. Also, the schools have high proportions of students classified under IDEA.

Immune System Unit Plan

Deductive approach to learning.

Culturally relevant.

Multi-lingual

Values student experiences

Approach to science education in line with AAAS standards.

Concrete Examples for Elementary ESL Teachers in the Content Areas

Translingual teacher as an jazz band director Translingual linguistic landscape project Visits by community members Multilingual word wall Written assignments in heritage language Family Language Use Tree Community Language Use Tree Identity Texts

Thank You – Muchas Gracias –Toda Raba

Dr. David Schwarzer, Chairperson

Secondary and Special Education

College of Education and Human Services

Montclair State University

schwarzerd@mail.montclair.edu