Taking a "Translanguaging Stance": Bilingual Teacher Candidates' Experiences Negotiating Language Ideologies in Practice

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Language Ideologies and Perspectives in Multilingual Programs and Policy (Table 14)

Abstract

Drawing from interviews conducted with teacher candidates enrolled in a pre-service bilingual education program focused on adopting a “translanguaging stance” (García, Johnson, & Seltzer, 2017), this study aims to shed light on candidates' experiences implementing bilingual teaching practices during their practicum placements, as well as their first year as classroom teachers. A sociocultural linguistic analysis (Bucholtz & Hall, 2005) of interview data, suggests that language ideologies were communicated to candidates through expectations articulated by teacher supervisors and administrators, as well as through the moment-to-moment negotiation of “semiotic activity” (Irvine, 2022) in the classroom. Candidates indicated lacking the tools to address ideological tensions in their teaching, signaling a need to move beyond static understandings of ideology to developing concrete pedagogical strategies.

Author

• Maria Jose Aragon, University of California - San Diego
  Presenting Author