Two Language Books: The Power and Possibilities of Leveraging Multilingual Texts for Developing Multiliteracies

• In Event: Critical Approaches to Language and Literacy in Teaching and Teacher Education

Abstract

As the population of English Learners continues to increase in classrooms throughout the U.S., especially in early childhood settings, there is increased need for quality professional development for general education teachers serving this underserved population. Unfortunately, most classrooms in the U.S. are English dominant, translaguaging pedagogy shows promise for revaluing multilingualism and promoting multilitercies within the classroom. For this multiple case study, researchers conducted interviews, and collected survey data, teacher reflective journals, and classroom data from Pre-K-2nd grade teachers implemented translanguaging pedagogy leveraging translanguaging mentor texts after participating in professional development with university faculty. Research findings indicate positive changes in teacher philosophies, instructional practices, and classroom environments for young emergent bilingual children, and all learners.

Authors

• Kelly L Hill, University of Alabama at Birmingham

• Jennifer Ponder, The University of Alabama - Birmingham

• Jennifer Summerlin, The University of Alabama at Birmingham