Preservice Teachers' Perceptions of Translanguaging in University Courses: A Multiyear Study of the 2-1-T Model

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Translanguaging: Challenges and Opportunities

Abstract

This study measures pre-service teachers’ perceptions of a translanguaging pedagogy in required university courses. Perceptions were gathered from 75 students, across three different content classes, at a major U.S. Southwest university, and over the span of three years. A modified version of the 2-1-L2 dual-language model (Author, 2016, 2010) called the 2-1-T was used to structure lessons into three instructional movements-a sustained immersion in one named language (Spanish or English), a subsequent sustained immersion in the other language (without repeating content), and a third movement creating space for purposeful translanguaging. Perceptions remain consistent, with students self-reporting an increase in content, target language, and positive identity development. Results may inform other institutions who desire to implement translanguaging in teacher preparation programs.

Authors

• Steve Daniel PRZYMUS, Texas Christian University

• Maite Velasquez, Texas Christian University