ABSTRACT

This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the creative manner in which one social studies teacher used students’ full linguistic repertoire to shape classroom instruction and advance conversations about community empowerment, civic life, social studies, and Latinx leadership.

中文翻译：

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与双语青年一起创造语言空间，以扩大关于学生社区和公民体验的对话

摘要

这项定性研究调查了一名中学社会研究教师通过跨语言和公民教育与双语青年互动的方式。我们采用了一个跨语言框架（García 2014）来记录一位九年级双语教师与学生创建语言空间的方式。这项研究展示了一位社会研究教师以创造性的方式利用学生的全部语言能力来塑造课堂教学并推进关于社区赋权、公民生活、社会研究和拉丁裔领导力的对话。