Date of Award/Publication
5-2016
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This study was conducted in order to research the impact that the use of translanguaging strategies has on bilingual learners and discovered whether or not these strategies supports their English language development. Data was collected during lessons taught, interviews with students and teachers, questionnaire feedback, and participation in a collegial circle. Findings revealed that translanguaging did promote the growth of students’ English language development. Findings also showed that teachers use various translanguaging strategies in their classrooms, but only some are confident about the positive effects of these strategies. Implications from this study indicated that teachers need to be formally trained in using translanguaging, and supported in their use of these strategies in alignment with current language policies and programs.
Recommended Citation
Champlin, Molly J., "Translanguaging and Bilingual Learners: A Study of How Translanguaging Promotes Literacy Skills in Bilingual Students" (2016). Education Masters. Paper 323.
https://fisherpub.sjf.edu/education_ETD_masters/323
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.