Abstract
ABSTRACT In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguaging with humanizing pedagogies to examine how and for what purposes a second-grade teacher and her students used Spanish and English in support of language development during a literacy-based English Language Development block within a paired literacy bilingual education model. Data analyses included deductive and inductive coding of multilingual exchanges, specifically drawing upon Baker’s 13 overlapping purposes for codeswitching. Findings reveal that the teacher and students employed seven of Baker’s purposes, while also exhibiting three additional purposes: (1) Respect and Terms of Endearment, (2) Excitement, and (3) Intentional Pedagogical Use to Expand Metalinguistic Awareness. Our discussion includes pedagogical implications for biliteracy instruction.
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