Considering Translanguaging: Constraints, Silences, and Envisioned Affordances for Heteroglossia in California Language Policy and Teacher Preparation

• In Event: Language Hybridity in Diverse Settings

Abstract

Recent bilingual scholarly and practitioner debate focuses on the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire (García, 2017; García, Johnson, & Seltzer, 2017; Leung & Valdés, 2019). This paper examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis (Apple, 2019; Taylor, 1997). The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice.

Author

• Eduardo Rafael Munoz-Munoz, San José State University
  Presenting Author