Enacting Translanguaging as a Critical Literacy Pedagogy in Elementary Dual Language Immersion

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

This study explores how elementary Spanish-English dual-language immersion teachers embrace, design, and enact translanguaging pedagogy for emergent bilingual students through the use of wordless and multicultural picture books. This study draws on translanguaging in three primary ways: (1) as a theory of language and bilingualism; (2) as the normal practice of bilingual teachers and emergent bilingual students; and (3) as a methodology. Following Garcia, Johnson, and Seltzer’s (2017) translanguaging pedagogy framework, this study engages teachers in adopting a critical translanguaging stance and designing a critical translanguaging literacy lesson. Further, this study attends specifically to how teachers shift their translanguaging pedagogical practices while negotiating, delivering, and redesigning the designed activities. This study highlights the ways in which teacher agency is both supported and frustrated in relation to the curricular demands and context of their DLI classrooms.

Author

• Kevin Donley, University of Oregon