Translanguaging Shifts in an ESOL (English for Speakers of Other Languages) Classroom: Fostering Co-Learning and Student Empowerment

• In Event: Translanguaging Across Educational Settings: Affordances and Tensions

Abstract

This study examines how an ESOL teacher utilized translanguaging shifts to support students' learning. Through ethnographic methods and conversation analysis, the findings demonstrate that the teacher prioritized students' learning needs by engaging in translanguaging shifts. A co-learning environment was fostered, enabling the collaborative development of a poem in English and a bilingual version. This process not only facilitated content acquisition but also validated and affirmed student identities. The teacher's willingness to relinquish control and learn from students further exemplified her strong translanguaging stance. The study highlights the crucial role of translanguaging shifts in translanguaging pedagogy, emphasizing the need for collaborative efforts among various stakeholders to ensure student success. The presenter will provide practical recommendations for teachers, teacher educators, and school leaders.

Author

• ChiuYin Cathy Wong, Monmouth University