Toward a Translanguaging-as-Resource Orientation: Elementary and Secondary Educators’ Beliefs and Practices in English-Medium Settings

• In Event: Translanguaging in Various Classroom Settings: Opportunities and Challenges

Abstract

Recognizing the importance of emergent multilinguals’ linguistic resources in English-medium settings, TESOL preparation programs are increasingly centering translanguaging theory to guide pedagogical practices. This mixed-method study examines changes in 77 preK-12th grade educators’ translanguaging beliefs and practices after participating in a translanguaging-focused graduate course. We use a dependent-sample analysis of variance to investigate changes in survey responses regarding translanguaging beliefs and practices; multiple linear regression to examine educator backgrounds as predictors of beliefs and practices; and thematic analysis of open-ended responses addressing translanguaging conceptualizations, benefits, and challenges. Although findings call for enhancing self-efficacy across all educators and practices for secondary educators, results broadly reveal the transformative potential of translanguaging-focused educator preparation in shifting beliefs and practices toward a translanguaging-as-resource orientation.

Authors

• Alain Bengochea, University of Nevada - Las Vegas

• Gloria A. Carcoba Falomir, University of Nevada - Las Vegas

• Suheyla Sarisahin, University of Nevada - Las Vegas

• Tracey West, University of Nevada - Las Vegas

• Xin Zhang, University of Nevada - Las Vegas