Description
Book SynopsisThis book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.
Trade ReviewExcellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings. * Angel M. Y. Lin, Simon Fraser University, Canada *
This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students’ strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work. * Christian Faltis, Texas A&M International University, USA *
Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students.
* Kate Seltzer, Rowan University, USA *
Table of ContentsAcknowledgments
Figures and Tables
Excerpts
Transcription Conventions
Jeff MacSwan: Foreword
Chapter 1. Introduction
Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education
Chapter 3. Research Context, Methods and Data Collection and Analysis
Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers
Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness
Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy
Chapter 7. Discussion and Pedagogical Implications
Chapter 8. Conclusion
Appendices
References
