Translanguaging and Student Funds of Knowledge as a Teacher Resource

Simple item page
dc.contributor.advisorZaidi, Rahat
dc.contributor.authorPablo-Wrzosek, Marie-Joy
dc.contributor.committeememberFriesen, Sharon L
dc.contributor.committeememberGuo, Yan
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberYaman Ntelioglou, Burcu
dc.contributor.committeememberWilcox, Gabrielle
dc.date2018-02
dc.date.accessioned2018-01-13T00:38:09Z
dc.date.available2018-01-13T00:38:09Z
dc.date.issued2017-12-21
dc.description.abstractAlberta classrooms are changing. Students present as more culturally and linguistically diverse, creating new social realities in schools today. Consequently, educators grapple with the question of how to teach students who speak languages with which they are not familiar with? Such questions illuminate the need for a reconceptualization of the role of language as a response to the progressively heterogeneous nature of the student body and the increased use of home languages in classrooms. Using a translanguaging framework (Garcia & Wei, 2014), this research involved the study of a monolingual teacher’s present-day teaching practices as he implemented the use of his students’ home language and their funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) as a teacher resource. Its’ intent is to further current understandings of the pedagogical implications when a monolingual teacher changes his practice to utilize emergent bilingual students’ multiple languages and rich experiences. A Participatory Action Research methodology was utilized to investigate teacher change of perception and practice that included epistemological translanguaging frameworks within existing monolingual structures and contexts. The reflexive-dialogic cycles highlighted the authenticity and responsiveness of PAR to demonstrate further understandings of how a practice is produced and transformed from a monolingual teacher’s perspective. Results from the study indicates the criticality of a teacher’s willingness to explore the pedagogical possibilities of leveraging home language and “funds of knowledge” use in learning settings. It also suggests the validity of a student’s linguistic repertoires and “funds of knowledge” as a legitimate teacher resource. I argue there is space for the use of a translanguaging pedagogy with that of the teacher’s need to meet existing monolingual expectations and policies. Challenges such as the discrepancies in cultural and linguistic knowledge between teacher and student and teacher education are also discussed. If the communicative norm for students is to include personal linguistic knowledge as a path towards understanding the world, then it can be argued that it is no longer possible for teachers to isolate languages and use only one language as the medium of instruction.en_US
dc.identifier.citationPablo-Wrzosek, M. Joy (2017). Translanguaging and Student Funds of Knowledge as a Teacher Resource (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5256
dc.identifier.urihttp://hdl.handle.net/1880/106258
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjecttranslanguagingen_US
dc.subjectemergent bilingualsen_US
dc.subjectfunds of knowledgeen_US
dc.subjectmonolingualismen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Secondaryen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleTranslanguaging and Student Funds of Knowledge as a Teacher Resourceen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
ucalgary.thesis.laclicenseLibraries and Archives Canada THESES NON-EXCLUSIVE LICENSE I hereby grant a non-exclusive license, for the full term of copyright protection, to Library and Archives Canada: to preserve, perform, produce, reproduce, translate theses and dissertations in any format, and to make available in print or online by telecommunication to the public for non-commercial purposes. I undertake to submit my thesis, through my university, to Library and Archives Canada. Any abstract submitted with the thesis will be considered to form part of the thesis. I represent and promise that my thesis is my original work, does not infringe any rights of others, and that I have the right to make the grant conferred by this non-exclusive license. If third party copyrighted material was included in my thesis for which, under the terms of the Copyright Act, written permission from the copyright owners is required I have obtained such permission from the copyright owners to do the acts mentioned in paragraph (a) above for the full term of copyright protection I retain copyright ownership and moral rights in my thesis, and may deal with the copyright in my thesis, in any way consistent with rights granted by me to Library and Archives Canada in this non-exclusive license. I further promise to inform any person to whom I may hereafter assign or license my copyright in my thesis of the rights granted by me to Library and Archives Canada in this non-exclusive license.en_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2017_pablo-wrzosek_mjoy.pdf
Size:
2.29 MB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.74 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations