Exploring Translingual Awareness in "Monolingual" Teacher Education

• In Event: Language Ideologies and Language Awareness in Teacher Education

Abstract

As teachers enter increasingly multilingual classrooms, they can no longer be prepared differently than language teaching specialists. Rather, all teachers should be critically prepared as language teachers. Therefore, this research investigates the knowledge that pre-service teachers bring into their programs and how translingual awareness can be integrated into the curriculum. Drawing on multiple experiments with 115 pre-service teachers in a mainstream, English-medium teacher education program, it explores three integrated research questions: (1) How do pre-service teachers think about language, competency, and teaching? (2) How do pre-service teachers define and negotiate translingual awareness? (3) How do pre-service teachers integrate translingual awareness with other approaches to language teaching? It offers implications for preparing teachers to navigate linguistic diversity in various classroom contexts.

Author

• Kevin Donley, Georgetown University
  Presenting Author