Translanguaging as a Mediation Tool for Bilingual Teacher-Candidate Reflections and Teaching of Mathematics

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

Abstract

In this case study, we examine how translanguaging is used as a tool for learning and becoming a bilingual teacher and for teaching K-5 mathematics. Our qualitative analysis draws from data collected over the course of one year from a cohort of 13 BTC participants who were part of a longitudinal five-year project named Mathematics And Language, Literacy Integration (MALLI) that took place in Texas and California. We facilitated debriefing interviews in which 13 BTCs analyzed their own video-recorded lessons. We found that BTCs used translanguaging practices to attend explicitly to DL development and biliteracy and to creating a critical stance and question inequities while using language fluidly and strategically to reflect on their pedagogical practices and decisions.

Authors

• Jorge L. Solis, University of Texas - San Antonio

• Lina M. Martin Corredor, Metropolitan State University of Denver

• Brenda Sarmiento-Quezada, Purdue University