A qualitative meta-analysis of the impact translanguaging as a pedagogical possibility has on the learning experiences of adolescent newcomer emergent bilinguals in the United States
type: CreativeWork
description: Today, one in ten students in U.S. classrooms is learning English. A subgroup of these students who are at risk is adolescent newcomer emergent bilinguals. The pedagogical approaches to teach these students have varied from English-Only approaches to bilingual education programs. Within bilingual education, different approaches have also emerged, such as dual language bilingual education programs and, more recently, translanguaging pedagogies. While studies have been conducted to identify, analyze, and further understand translanguaging as a pedagogical possibility in schools in the U.S., their impact on the learning experiences of adolescent newcomer emergent bilingual students represents a gap in the literature. This study aimed to (1) analyze the evolution of translanguaging as a pedagogical possibility and its impact, if any, on the learning experiences of adolescent newcomer emergent students in the U.S., (2) understand how these students use translanguaging in school, and (3) synthesize what the literature says the social justice implications are, if any, of using translanguaging as a pedagogical possibility when teaching these students. After screening 162 records that met the search criteria for this qualitative meta-analysis, 128 records were identified, assessed, and appraised. A total of 11 records were included and treated as data. They were then analyzed in order to answer the following three research questions: How might translanguaging as a pedagogical possibility impact the learning experiences of adolescent newcomer emergent bilinguals? How do adolescent newcomer emergent bilinguals use translanguaging in school? What does the literature say the social justice implications are, if any, of using translanguaging pedagogies to teach adolescent newcomer emergent bilinguals? The results of the data analysis found that translanguaging as a pedagogical possibility has a positive impact on the learning experiences of adolescent literate newcomer emergent bi…
abstract: Today, one in ten students in U.S. classrooms is learning English. A subgroup of these students who are at risk is adolescent newcomer emergent bilinguals. The pedagogical approaches to teach these students have varied from English-Only approaches to bilingual education programs. Within bilingual education, different approaches have also emerged, such as dual language bilingual education programs and, more recently, translanguaging pedagogies. While studies have been conducted to identify, analyze, and further understand translanguaging as a pedagogical possibility in schools in the U.S., their impact on the learning experiences of adolescent newcomer emergent bilingual students represents a gap in the literature. This study aimed to (1) analyze the evolution of translanguaging as a pedagogical possibility and its impact, if any, on the learning experiences of adolescent newcomer emergent students in the U.S., (2) understand how these students use translanguaging in school, and (3) synthesize what the literature says the social justice implications are, if any, of using translanguaging as a pedagogical possibility when teaching these students. After screening 162 records that met the search criteria for this qualitative meta-analysis, 128 records were identified, assessed, and appraised. A total of 11 records were included and treated as data. They were then analyzed in order to answer the following three research questions: How might translanguaging as a pedagogical possibility impact the learning experiences of adolescent newcomer emergent bilinguals? How do adolescent newcomer emergent bilinguals use translanguaging in school? What does the literature say the social justice implications are, if any, of using translanguaging pedagogies to teach adolescent newcomer emergent bilinguals? The results of the data analysis found that translanguaging as a pedagogical possibility has a positive impact on the learning experiences of adolescent literate newcomer emergent bi…
author: Carrillo, Valeria
language: en
keywords: newcomers, emergent bilinguals
date published: 2021-09-17T01:10:43Z
date modified: 2026-07-22T22:24:50Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/110448