Mainstream Teachers' Perceptions of Leveraging Multilingual Learners' Home Languages and Translanguaging Pedagogy

• In Event: Instructional/Teaching Practices for Teacher Learning

Abstract

Translanguaging has been recognized as an empowering approach that promotes linguistic inclusivity and capitalizes on multilingual learners’ (MLs) linguistic backgrounds. A growing body of research has highlighted the benefits of enacting translanguaging practices in dual/bilingual education classrooms. Nevertheless, very little research has been focused on mainstream teachers’ perceptions on and understandings of translanguaging pedagogy. In this qualitative study, we examined a group of mainstream teachers’ understanding of translanguaging pedagogy in the context of a graduate-level course on the education of MLs. Findings revealed that the teachers recognized translanguaging as an effective pedagogical practice, discussed the benefits of translanguaging strategies in mainstream, and began to develop an emerging translanguaging stance.

Authors

• Refika Turgut, University of South Carolina - Upstate
  Presenting Author

• Rebecca Mueller, University of South Carolina - Upstate
  Presenting Author