Leveraging Students' Bilingualism and Embracing a Translanguaging Stance in a Hispanic Higher Education Institution

• In Event: 79.051 - MTCC Roundtable Session 37
  In Roundtable Session: 79.051-3 - Explorations of Biliteracy

Abstract

This study documents the reflections and pedagogical moves of two bilingual educators embracing a translanguaging pedagogical stance at a Hispanic higher education institution on the borderland region of South Texas, a predominantly bilingual and bicultural community. Drawing from García, Johnson & Seltzer’s (2017) conceptualization of translanguaging “corriente,” and following a self-study approach, we document our translanguaging stance and moves as we, respectively, design and teach two undergraduate courses. Through the analysis of instructor’s journals, student’s assignments, a linguistic profile survey, and a language awareness assessment, we identify the tensions, commonalities, and differences in enacting translanguaging pedagogies and assignments in two different disciplinary areas and course levels.

Authors

• Sandra I. Musanti, The University of Texas Rio Grande Valley

• Alyssa Cavazos, The University of Texas Rio Grande Valley