Developing Midwestern Pre- and In-Service Teachers' Translanguaging Stance and Pedagogy Through Content-Enhanced Language Objectives

• In Event: In the Intersection of Language, Culture, Pedagogy, and Teacher Preparation

Abstract

This study examined how pre-and in-service teachers developed translanguaging stance and pedagogy. The primary data source was teacher-constructed content-enhanced language objectives (CELOs). One research question guided the analysis: “How did pre-and in-service teachers enact translanguaging design through their CELOs developed in Week 6(pre) compared to those in Week 16(post)?” We borrowed and redefined WIDA’s six proficiency descriptors – entering, emerging, developing, extending, bridging, and reaching. After in-vivo coding the CELOs, we measured EBL teachers’ understanding of translanguaging content design for EBLs using the descriptors. Findings showed general growth in Week 16, ‘developing’ to ‘reaching’, compared to that in Week 6, ‘entering’ to ‘developing’. Teacher transformations were inconsistent but showed their burgeoning empowerment by measuring their translanguaging stance and pedagogy.

Authors

• Kim Hyunsook Song, University of Missouri - St. Louis
  Presenting Author

• Nicole King, University of Rochester
  Presenting Author