This article supports Hornberger and Link's ideas about translanguaging because both sources argue that students learn more successfully when schools recognize the value of multiple languages and dialects instead of expecting everyone to use only Standard English. (pp. 166–168)
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The authors explain that teaching students to code-mesh prepares them to communicate with different audiences while still respecting the conventions of academic writing. This approach helps students become more flexible and effective communicators. (pp. 165–166)
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Lee and Handsfield describe classroom activities where students used code-meshing in essays and discussions. These activities increased student participation and confidence because students felt their voices and experiences were valued. (pp. 163–165)
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The authors argue that students should not feel pressured to abandon their cultural or linguistic identities in school. Instead, teachers can encourage students to use their existing language knowledge as a foundation for learning academic writing. (pp. 161–162)
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Summary: Lee and Handsfield explain that code-meshing allows students to combine their home language or dialect with academic English, helping them express their ideas more clearly while developing stronger writing skills. (pp. 159–160)
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files.eric.ed.gov files.eric.ed.gov
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This source supports Hornberger and Link because both authors argue that schools should value students' complete language abilities rather than forcing English-only instruction (p. 15).
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Research discussed in the article shows that multilingual classrooms often experience greater student engagement when teachers allow students to use their home languages while learning new concepts (p. 10).
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The author explains that allowing students to think and communicate using multiple languages improves participation and confidence in the classroom (p. 8).
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Makalela argues that translanguaging is "a resource for learning rather than a problem to overcome" (p. 5).
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Summary : Makalela explains that translanguaging helps multilingual students understand academic material because they can use all of the languages they know instead of limiting themselves to one language
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Our aim in thisarticle is to review the origins of the concept of TL and to outline how it has been taken up inresearch in South African classrooms as well as how we have taken it up in our work with teachersand learners. We will argue that TL not only describes the heteroglossic nature of language use butis itself a hybrid concept, drawing from both Southern and Northern experiences of multilinguallanguaging and encompassing notions of named languages as well as fluid languaging. The appealof the concept in South Africa we argue arises from attempts to interrupt and shift deep-seatedcolonial ideologies of language in the schooling system which position African language-speakingchildren and teachers as deficient rather than as resourceful bilingual and multilingual languagers.
what the article is meant to do and why
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