- Browse/Search the Program
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
About AERA 2023 Annual Meeting
Program Information
Key Dates / FAQ
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
Translanguaging in an ESL Continuing Education Program: Strategies, Obstacles, and Development
Thu, May 4, 2:30 to 4:00pm CDT (2:30 to 4:00pm CDT), Division K Virtual Sessions, Division K - Section 01: Teacher Learning Virtual Paper RoomAbstract
Informed by translanguaging theory (Garcia and Wei, 2014) and KARDS (Kumaravadivelu, 2012), a modular model for language teacher education, this paper investigates English as a Second Language (ESL) teachers’ perspectives, stance, and understanding of translanguaging and how a translanguaging pedagogy may be conceptualized and implemented in a continuing education course. Employing a multiple case study (Yin, 2018), data was drawn from a 9-week ESL course. Data sources were unit and lesson plans, interviews, reflections, students’ assignments and notes, and observations. A coding scheme was developed from the KARDS (Kumaravadivelu, 2012) model for data analysis. Findings suggest that teachers are willing to support the use of home languages under certain conditions. However, challenges affected how in-service teachers prioritized implementing translanguaging strategies.