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Findings show translanguaging supports language learning while informing identity formation and language choice amid educational hostility toward immigrant cultures and languages.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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qualitative case study draws on a theoretical framework of translanguaging (García & Wei, 2014) and border pedagogies (Cashman, 2015) and seeks to shed light on the question of what role translanguaging can play in students’language learning in a German as a foreign language class at a Hispanic-serving university that is situated in the United States-Mexico borderland. This case study focuses on 18 students who were part of a larger participatory action research study (Lichtman, 2013), which includes focus groups, individual interviews, as well as audio-recordings of classroom discussions that were transcribed and analyzed using thematic analysis. The data highlights translanguaging as a language learning practice that also contributes to reflections on identity formation and language choice in an educational climate that is often hostile towards immigrant cultures and languages.  \nKeywords: bilingual, German language, instruction, translanguaging.  \nIntroduction  \nThe number of bilingual students in the United States is continuously rising. From currently 37 million speakers it is projected to grow to 40 million by 2020 (Lopez, 2013) . Moreover, the U.S. Department of Education National Center for Education Statistics (2015) states that the number of English language learners has been increasing, and 15.5% of the public-school students in Texas were English language learners during the 2014/2015 school year. Yet a review of secondary level curricula for German as a foreign language produced by American textbook companies illustrates that textbooks and teaching materials for German are written assuming students to be monolingual English speakers (U.S. Department of Education, 2015). Textbook publishers that focus on an American audience and produce German curriculum for college level German classes include McGrawHill and Pearson. All German textbooks available from these publishers use a communicative approach to teaching German as a first foreign language (Gonglewski, 2013; Di Donato, 2004; Tschirner, 2017). Bilingual students bring untapped potential to the classroom, which is not recognized by textbooks or considered in research on German learning in the United States.  \nThe study takes place at a borderland university, with a student body of about 80% Hispanics (UTEP, 2017) in a town that has made the news for a testing scandal in which bilingual and immigrant children were prohibited to participate in high-stakes state testing or were pushed out of the educational system altogether;  \n􀀍Lecturer, University of Texas at El Paso, USA.  \n[https://doi.org/10.30958/aje.7-1-3](https://doi.org/10.30958/aje.7-1-3) doi=10.30958/aje.7-1-3  \nbeing bilingual was framed as a problem (Reyes, 2016) . Overall in the German asa foreign language class the bilingual or multilingual students do not see themselves represented because the curriculum and the textbooks seem to assume that only monolingual English-speakers learn German, which overlooks the linguistic repertoire of multilingual students. It leads to the question of who is represented (monolingual English speakers) and who is absent from both research and the curriculum (low-income bilingual students). The context of this study is an environment with very dominant discourses that frame bilinguals as having language deficits (Reyes, 2016). Moreover, assimilationist discourses, essentializing discourses and normalizing discourses of whiteness (Abraham, 2014) are being internalized by students and become authoritative discourses that guide students’behavior and language choices. Translanguaging is originally a pedagogical practice from bilingual schools in Wales and originated from the Welsh word fortrawsieithu referring to having \"input in one language and conducting a task in another language\" (Cenoz & Gorter, 2011, p. 341). Translanguaging as an approach considers the different languages that a b","cbCaiv3MYItUcN42","https://ap.wps.com/l/cbCaiv3MYItUcN42","pdf",536940,28,"English","# Introduction\n# Literature Review","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explores the role translanguaging can play in students’ language learning in a German as a foreign language class, and how it relates to identity formation and language choice.\"},{\"question\":\"What research design and data sources are used?\",\"answer\":\"The study is a qualitative case study focusing on 18 students and uses focus groups, individual interviews, and audio recordings of classroom discussions that are transcribed and analyzed thematically.\"},{\"question\":\"Why is the study set in a borderland university context?\",\"answer\":\"The context highlights dominant discourses framing bilinguals as having language deficits, alongside assimilationist and essentializing perspectives, which shape students’ behavior and language choices.\"}]","Translanguaging Practices of Multilingual Learners of German | PDF",1792075478,71]