Pockets of hope: Cases of linguistic flexibility in the classroom







This study adds to the small but growing body of work demonstrating the instructional potential of linguistic flexibility and hybridity to support student learning. Our findings from two elementary classrooms illustrate the way that translanguaging pedagogy contributes to students’ understanding of content-area material as well as their mastery of language arts skills. Student language practices described as reflecting academic language, language variation, and code-switching represent three domains that are often talked about separately. We consider the ways both focal teachers created spaces for students to draw on linguistic resources across these domains. In our discussion of the findings and their implications, we attempt to unite these perspectives in order to extend current understandings about translanguaging pedagogy and highlight ways to value and employ a broader spectrum of language practices for academic purposes.

Author Biographies

Leah Durán, University of Arizona

Leah Durán is an assistant professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. Previously, she taught in English as a Second Language (ESL) and bilingual classrooms in Texas. Her scholarship explores bilingual students’ everyday language and literacy practices and how teachers can build on those practices as resources for academic learning.

Kathryn I. Henderson, University of Texas at San Antonio

Kathryn I. Henderson is an assistant professor in the Department of Bicultural-Bilingual Studies within the College of Education and Human Development at the University of Texas at San Antonio. She taught elementary school for five years in Guadalajara, Mexico. Her education interests include language ideologies, language policy, and dual language bilingual education programs.



How to Cite

Durán, L., & Henderson, K. I. (2018). Pockets of hope: Cases of linguistic flexibility in the classroom. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 76–90. https://doi.org/10.21283/2376905X.9.156



Research Articles - Regular Issue