English Instruction in a Culturally and Linguistically Diverse Classroom: Using Translanguaging Classroom as a Framework

ブンカテキ　ゲンゴテキ　ニ　タヨウカ　スル　キョウシツ　ニ　オケル　エイゴ　キョウイク　ジッセン　トランスランゲージング　クラスルーム　ヲ　ワクグミ　ト　シテ

イワサカ, ヤスコ

Iwasaka, Yasuko

佐野, 愛子

サノ, アイコ

Sano, Aiko

櫻井, 千穂

サクライ, チホ

Sakurai, Chiho

Mother Tongue, Heritage Language, and Bilingual Education Research Association

英語教育

CLD生徒

Teaching Note

This study aimed to examine the usefulness and significance of pedagogical practices in an English classroom at a Japanese public junior high school with a large number of CLD students which was aided by the Translanguaging Classroom framework (García et al., 2017). To this end, student learning was examined through analysis of the recording of classroom practice and students’ utterances, and the coursework created in the class. In this class, CLD students flipped over their marginalized position and actively participated in learning making use of their own linguistic and cultural resources. Because the collaborative activities were mediated through English, which is not the majority language of the society, the CLD students were able to overcome the imbalanced power relations between native speakers of the majority language and CLD students. This study revealed the effectiveness of classroom practices that include elements of TL pedagogy; lesson design that allows students’‘ voices’ to resonate, a teacher’s stance of respect for student diversity, and flexible adjustment.

佐野, 愛子

櫻井, 千穂