A Critical Translanguaging Approach to Reenvisioning Teacher Education for 21st-Century English Language Teaching

• In Event: Translanguaging Across Educational Settings: Affordances and Tensions

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Abstract

In this paper, we propose a framework for re-envisioning English language teacher education in the 21st century through a critical translanguaging lens. We integrate robust scholarly perspectives in translanguaging, language ideologies, and Critical Multilingual Language Awareness with the research we have conducted as U.S.-based English language and literacy teacher educators. We then introduce a scope and sequence to outline what learning outcomes we have identified are necessary for teachers to cultivate a translanguaging pedagogy and how we design opportunities for teacher learning to achieve these outcomes through a recursive praxis-oriented process.

Authors

• Christina M. Ponzio, Grand Valley State University

• Matthew R. Deroo, Florida International University