Exploring Critically and Socially Just Ways Forward in Language Education Through Collective Self-Study

Session Type: Symposium

Abstract

This interactive symposium presents multiple threads of inquiry from a collective self-study of translanguaging in TESOL education. Composed of transnational students, teachers, teacher educators, and researchers across two states and four institutions, our group members have served as “critical friends” and engaged in iterative and self-reflective inquiry on our process of teaching and learning. First, we will share the story of our collaboration and initial phase of self-study of our backgrounds, language repertoires, and translanguaging practices. We will also discuss “culturally grounded translingual disposition” as a theoretical framework, a self-study of instructional practices used to support students’ development of translanguaging pedagogy in an undergraduate TESOL Certificate program, and a critical autoethnographic narrative of one teacher educator’s emerging translanguaging practices/pedagogy.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Christina M. Ponzio, Melvindale-Northern Allen Park Schools

Papers

• Unpacking Identities and Envisioning TESOL Practices Through Translanguaging: A Collective Self-Study - Laura M Kennedy, Northern Michigan University

• Playing by Ear: Exploring Culturally Grounded Translingual Dispositions - Abraham Ceballos, Michigan State University; Maíra Lins Prado, Suffolk University

• Translanguaging Pedagogy in TESOL Teacher Preparation - Elizabeth Anne Robinson, Suffolk University; Zhongfeng Tian, The University of Texas at San Antonio; Elie Crief, Suffolk University

• Walking the Talk: A Critical Autoethnographic Narrative of One Teacher Educator's Emerging Translingual Identity/Practice - Christina M. Ponzio, Melvindale-Northern Allen Park Schools

Discussants

• Megan Madigan Peercy, University of Maryland - College Park

• Judy A. Sharkey, University of New Hampshire