Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Fall 12-6-2024

Abstract

This study investigated the way in which emergent bilingual students utilize their linguistic repertoire in order to achieve new learning. Previous research has suggested that bilingual students learn differently than their monolingual counterparts due to their varying linguistic repertoires. Research has also suggested that translanguaging and culturally relevant teaching are valuable frameworks to adopt in the classroom, as they result in a better academic experience for all students.

I took an ethnographic approach while conducting a case study. I collected data in my elementary music classroom in the form of observations, audio recordings, and document analysis in order to help me investigate how emergent bilingual students utilize their linguistic repertoire when learning new material. My findings indicate that translanguaging and culturally relevant teaching practices are instrumental for emergent bilingual students to achieve academically. The findings also suggest that collaboration within the classroom allows for students to better be able to negotiate meaning by learning from their peers, and working in a linguistic space that is conducive to mastery of classroom content.

Keywords

Emergent Bilingual, Translanguaging, Language use

Document Type

Thesis

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Masters

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Armando Garza Ayala

Second Committee Member

Dr. Carlos Lopez-Leiva

Third Committee Member

Dr. Pisarn Bee Chamcharastri

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