The metaphorical context of the atelier as a border crossing space: Exploring relationships in young children's languaging and translanguaging processes (Chapter 11 from Affirming the Rights of Emergent Bilingual and Multilingual Children and Families: Interweaving Research and Practice through the Reggio Emilia Approach)

The metaphorical context of the atelier as a border crossing space: Exploring relationships in young children's languaging and translanguaging processes (Chapter 11 from Affirming the Rights of Emergent Bilingual and Multilingual Children and Families: Interweaving Research and Practice through the Reggio Emilia Approach)

Editor

Brenda Fyfe, Yim Lam Lee-Johnson, Juana Reyes, Geralyn (Gigi) Schroeder Yu

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Description

The context of the atelier promotes the culture of imagination and creativity as an integral aspect of learning. Notable is the potential of the atelier as a motivator for change, not just as a physical space but also for conceptually promoting new ways of doing school, beyond an emphasis on reading, writing, and mathematics. In this chapter, three teacher educators representing distinct disciplines of art education, TESOL, and early childhood bilingual education, reflect on and interpret the context of the atelier as a space for the border crossing of languages and transdisciplinary research. Border crossing is a construct that denotes crossing over and in/between a hundred languages during the meaning-making process. The atelier is a context for the interconnected nature of languages and for approaches that contribute to transdisciplinary and translanguaging possibilities. In the final section, the authors highlight the atelier as an intersection of their fields of knowledge and what this might offer teacher education programs.

ISBN

9781032267340

Publication Date

7-6-2023

Publisher

Routledge

City

Abingdon, UK

Disciplines

Bilingual, Multilingual, and Multicultural Education | Early Childhood Education

The metaphorical context of the atelier as a border crossing space: Exploring relationships in young children's languaging and translanguaging processes (Chapter 11 from Affirming the Rights of Emergent Bilingual and Multilingual Children and Families: Interweaving Research and Practice through the Reggio Emilia Approach)

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