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Translanguaging Classroom Discourse: A Case Study of Scaffolding Strategies in a Bilingual Third Grade Classroom in Portugal.
Book chapter   Peer reviewed

Translanguaging Classroom Discourse: A Case Study of Scaffolding Strategies in a Bilingual Third Grade Classroom in Portugal.

Nayalin Pinho Feller
Contexts and Conditions for Successful CLIL in Portugal, pp.127-156
University of Porto Press
12/2022
DOI: https://doi.org/10.21814/uporto.press.14840

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Abstract

translanguaging language use scaffolding bilingual education CLIL Education systems
The use of translanguaging strategies as effective methodological practices for bilingual/CLIL classrooms is a new endeavour in many countries. This study aims to showcase the translanguaging and scaffolding strategies used by two teachers and eighteen pupils in a bilingual third grade class in a private school in northern Portugal. Data were collected for a six-month period through participant-observation using a single case study design with multiple embedded units of analysis. Data analysis was performed qualitatively by examining language use in fieldnotes from classroom observations and audio recordings of lessons in Natural and Social Sciences and English Language as well as a pupil survey and the analysis of reflections written by teachers. A total of 26 categories were derived from this analysis to investigate the types of translanguaging and scaffolding strategies used by teachers and pupils. These strategies can serve as examples of best practices for managing multiple languages for, of, and through learning in bilingual/CLIL settings.

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