A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes

dc.contributor.advisor Higgins, Christina
dc.contributor.author Mendoza, Anna
dc.contributor.department Second Language Studies
dc.date.accessioned 2020-07-07T19:23:14Z
dc.date.available 2020-07-07T19:23:14Z
dc.date.issued 2020
dc.description.degree Ph.D.
dc.identifier.uri http://hdl.handle.net/10125/69070
dc.subject Linguistics
dc.subject Secondary education
dc.subject Bi/Multilingual Education
dc.subject Code-Switching
dc.subject Interactional Sociolinguistics
dc.subject Linguistic Ethnography
dc.subject Translanguaging
dc.title A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
dc.type Thesis
dcterms.abstract This study investigated the multilingual practices in two high school English classrooms that can be described as “laissez faire translanguaging” since they emerge when teachers permit the use of languages other than English but do not explicitly teach students to harness these as learning resources. Under such conditions, it is necessary to investigate how students use languages other than English, which individuals benefit more from this classroom language policy and why, and what learning affordances and limitations can be found in the multilingual practices students perform in the absence of deliberate bi/multilingual pedagogy. Over a school year (2018-19), I used linguistic ethnography and interactional sociolinguistic analyses (Copland & Creese, 2015; Rampton, Maybin, & Roberts, 2015) to investigate the following questions in an English 9 and an ESL 9/10 class, where some recently-arrived students spoke non-English languages as their first languages and some who had mainly grown up in the U.S. had varying levels of proficiency in their heritage languages: 1. What kinds of multilingual language use can be heard in high school English classes where non-English languages are permitted but not part of official pedagogical practices? 2. How do students benefit from or experience challenges under a laissez faire language policy? For instance: 2a. How does being in the classroom linguistic majority or minority play a role? 2b. How does being a relative newcomer or a resident multilingual impact individual experiences? My purpose was to capture how this language policy in English classrooms interacted with students’ uptake and contextual factors, shaping opportunities to learn.
dcterms.extent 279 pages
dcterms.language eng
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10656
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