Ideological, Pedagogical, and Institutional Challenges and Opportunities in Enacting a Translanguaging-as-Resource Orientation in Higher Education

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Exploring the Impact of Translanguaging Pedagogies Across Learning Contexts

Abstract

A translanguaging pedagogy calls for educators to incorporate the diverse language practices of students in the classroom. However, since English-only policies permeate many English as a Second Language (ESL) classrooms, it is critical to understand the factors influencing educators’ resistance towards translanguaging. Using the orientations in language planning framework and translanguaging theory, this study examines the language orientations of five ESL instructors at a Canadian university, and explores the ideological, pedagogical and institutional challenges they face in moving a translanguaging-as-resource orientation from theory to practice. A qualitative deductive and inductive thematic analysis of interviews with these instructors provide insights into their classroom language positionings, the relationship between their linguistic backgrounds, pedagogical practices and classroom policies, and institutional constraints and opportunities.

Authors

• Shakina Rajendram, University of Toronto

• Jennifer Burton, University of Toronto