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Translanguaging the Borders of Dual-Language Immersion Through Shared Reading Activities With Wordless, Justice-Oriented Picture Books
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Bilingual Education Research Paper and Symposium Sessions 2Abstract
This study aims to enact Translanguaging pedagogy in the dual-language immersion classroom through the use of wordless, justice-oriented picture books in partnership with two 5th grade teachers. It is located at the intersection of of Translanguaging, Feminist Poststructuralism and Critical Literacy, oriented towards critical discussions, collaborative interrogations, and explorations of culturally and linguistically diverse experiences. Following Garcia, Johnson, and Seltzer’s (2017) Translanguaging pedagogy framework, we first define our Translanguaging Stance as a critical and creative pedagogical approach, then Design shared reading tasks. Analysis focuses on the Shifts that the teachers make while negotiating, delivering, and redesigning the shared reading activities. This study interrogates the potential role of researcher-teacher partnerships in moving Translanguaging inquiry beyond critique towards a more affirmative pedagogy.