Challenging Monolingual Ways of Seeing Multilingualism in Teacher Preparation Programs

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Research on the Preparation of Teachers for New Language Learners

Abstract

This qualitative study examined how four preservice teachers’ (PSTs) conceptualizations of K-12 language instruction evolved when introduced to translanguaging theory. Each participant was enrolled in an online course required for TESOL minors with a focus on assessment and field placement experience. Employing an instrumental multiple case study, we investigated how the course’s theoretical discussions and field placement experiences influenced PSTs’ views on language learning and whether or not PSTs considered translanguaging practices viable in classroom instructional contexts. Findings reveal that while PSTs demonstrate strong support for students’ mother tongue use in academic contexts, they remain skeptical about differentiation, a balance between languages, and effectiveness. Implications of these findings for the development of mainstream teacher preparation programs are discussed.

Authors

• Sandro Barros, Michigan State University

• Lisa Domke, Michigan State University

• Carrie Symons, Michigan State University

• Christina M. Ponzio, Michigan State University