Translanguaging Pedagogy: Impact on Teacher Identity Construction and Equitable Education for Multilingual Learners

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Pathways to Multilingualism and Navigating Choques (Table 36)

Abstract

This study examined how general education teacher candidates (TCs) develop their pedagogical knowledge (PK) of translanguaging and its influence on their professional identity. Using a reflective framework, data from reflective assignments and self-assessments were analyzed. The findings revealed that TCs' PK of translanguaging positively impacted their teacher identity formation. They gained a deep appreciation for translanguaging that fosters equitable education for emergent multilinguals. The intentional course design, aligned with field experience, played a crucial role in this growth. I argue that to normalize multilingualism, not only is it important to introduce translanguaging to all TCs early on, ensuring they have adequate opportunities to incorporate the pedagogy as their pedagogical repertoire expands, but course design needs to be intentional and strategic.

Author

• ChiuYin Cathy Wong, Monmouth University