Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices During Shared Book Readings

This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected...

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Bibliographic Details
Published in:	International multilingual research journal 2016-04, Vol.10 (2), p.89-106
Main Authors:	Pontier, Ryan, Gort, Mileidis
Format:	Article
Language:	eng
Subjects:	Bilingual Bilingual Education Bilingualism Classroom communication Code Switching (Language) Cognition coordinated practice coteaching dual language early childhood Educational Policy Emergent Literacy English (Second Language) English language Ethnography Language of Instruction Preschool Children Preschool Education Second Language Learning Shared reading Spanish Spanish language Teaching Methods Translanguaging United States (Southeast) Vocabulary Development
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Summary:	This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and Spanish-language storybooks over the course of one academic year to document coteachers' book-based interactions with each other and their students. Guided by translanguaging (O. García, 2009a, 2009b; O. García & Wei, 2014) and distributive cognition (Brown & Campione, 1996; Hutchins, 1995) frameworks, findings elucidate how teachers drew on their own and each other's dynamic bilingualism through both monolingual and bilingual performances, supporting the coordination of instructional targets (e.g., vocabulary, narrative genre) and instructional practices (e.g., translation, explanation). Findings have implications for DLBE program language policy and practice as they highlight the utility of a bilingual pedagogy.
ISSN:	1931-3152 1931-3160