What Was Gained: Virtual Learning and Translanguaging Literacy Pedagogy in a DLBE (Dual Language Bilingual Education) Classroom During the COVID-19 Pandemic

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Translanguaging and Criticality in Multilingual Classrooms and Communities (Table 1)

Abstract

While the challenges that educators faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that highlights the positive lessons. This proposal documents the experiences of a dual language elementary teacher that was a part of a longitudinal case study of United States educators during the COVID-19 pandemic. Through a series of interviews, she named the ways that her literacy pedagogy in the emergency virtual learning portion of Spring of 2020 changed to reflect translanguaging pedagogy. The teacher’s experiences are a call to action to dismantle strict language barriers in dual language education in service of bi/multilingual children being able to draw on and develop their full linguistic repertoires.

Authors

• Cori Salmerón, Georgia State University

• Ana Solano-Campos, Georgia State University

• Christian Valdez, Georgia State University