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This ethnographic study explores language socialization of 2nd and 4th grade Spanish-English bilingual students and their teachers in a dual language bilingual education program during the COVID-19 pandemic times. Their language socialization practices with a focus on the teachers’ translanguaging pedagogy for biliteracy are examined in both online and blended learning contexts. Multiple sources of data were collected to triangulate the findings. The collected data include classroom observations, audio-/video-recordings of the classroom interactions, fieldnotes, interviews, member checks, artifact collection and analysis, and memos. Data were analyzed using thematic analysis and discourse analysis. Findings from two classrooms demonstrate that both teachers reported increased awareness of the importance to provide relevant education for bilingual students. The two teachers both identified translanguaging pedagogy as the key to offer such education and intentionally implemented translanguaging strategies in their teaching. Through translanguaging, the teachers socialized the students into and through flexible language use and created a learning environment where students’ linguistic and cultural repertoire was valued as a resource for learning. In Sra. Rivera’s 2nd grade Spanish Language Arts class, she invited the students to engage in metalinguistic talk and modeled it to the students. As the weeks progressed, metalinguistic talk initiated by a student increased. In Sr. Martín’s 4th grade Social Studies class, he intentionally used both languages in class materials and assessments to reduce any language-related barriers and to make the class materials more accessible and equitable for all students in his class. In both classrooms, the students and the teachers collaboratively created a learning environment that is relevant to them as they adjusted to new norms. By examining the language socialization practices in two classrooms that implement translanguaging pedagogy for biliteracy during the pandemic times, this research study analyzes the complexity and dynamic nature of how bilingual students and teachers adjusted to the new environment by making rapid and radical adaptations. |
