Teachers’ Translingual Composing: How Preservice Teachers Responded to Invitations to Write Using Multiple Languages

• In Event: Teachers’ Experiences With Translanguaging Theory and Pedagogy Across Contexts

Abstract

Purpose and Framing
Teachers in the U.S. largely identify as white, English speakers, while elementary students increasingly bring culturally and linguistically diverse experiences to the classroom (NCES, 2023). Fostering multilingual learners’ use of their full linguistic repertoires is vital for creating classroom learning that is equitable and academically supportive (e.g., García & Kleifgen, 2010). To do this, teachers need experiences with translingual composing and models as to what it can look like and how it can be fostered in the classroom. This study explores this issue, asking: How did preservice teachers (PSTs) take up invitations to compose translingual text? and What feelings did they express about this process?

Methods and Data Sources
Data were collected in two sections of a PST education course focused on K-5 literacy instruction for multilingual learners. The authors taught these sections. Participants (n = 63) were juniors or seniors at a mid-sized, public university in the U.S. Southeast. 87% of participants identified as white (n = 55) and 94% as primarily English speakers (n = 59).
During four class sessions on writing instruction, instructors designed and implemented a writing workshop centered on translingual composing. This involved short minilessons that included mentor translingual texts, then inviting PSTs to work on their own writing, which was a personal narrative about a language learning event.
Researchers saved instructional teaching materials and collected PSTs final texts (n = 62) and three drafts (n = 153). PSTs were given a survey to reflect on their experiences with the in-class writing workshop (n = 55). Data analysis involved descriptive coding (Miles et al., 2014) of final texts to identify when and how languages beyond English were used. Surveys and written reflection papers were analyzed using constant comparative coding (Corbin & Strauss, 2008) to identify themes in how PSTs talked about the experience of composing translingually and connections to their teaching practice.

Results and Significance
Analyses of texts show how PSTs used languages beyond English in their writing. 71% of participants (n = 44) included some translingual text in their writing. This included use of Spanish, French, Chinese, Italian, and Japanese. PSTs included translingual text as part of dialogue, as one-word descriptions, courtesy titles, greetings, and evaluative language.
Analyses of survey responses and written reflection papers revealed patterns in how PSTs perceived the translingual composing experience. Specifically, PSTs 1) talked about initial hesitancy or perceived inability to compose translingually, 2) described the process as easy and fun, 3) talked about recognizing and drawing on their existing knowledge and supports such as digital tools, and 4) connected their experiences to their teaching and the importance of supporting students’ translingual writing.
Findings show that teachers who identify as monolingual, English speakers can compose translingually, when given models and opportunities to do so. We suggest that including translingual composing experiences in teacher education courses is an important practice that allows PSTs to see translingual instruction modeled, experience what it is like to try out translingual composing, and in doing so, recognize their own abilities to support translingual composing in their instruction.

Author

• Lindsey W. Rowe, Clemson University