Teachers' and Students' Use of Translanguaging in Dual Language Immersion Classrooms

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Cultural Relevance and Responsiveness in Curriculum and Teaching Practice (Table 2)

Abstract

From its original coining as a pedagogy that separates students' multiple languages between input and output, translanguaging has been expanded to include the natural and unique ways that multilingual students use language that are not encompassed by either of their named languages alone (García & Kleifgen, 2020). Current literature has highlighted the complexity of teachers' perspectives on translanguaging and called for dialogue between teachers and researchers on the complexities of bilingualism and how to implement translanguaging in the classroom (Martínez et al., 2015; Tian & Shepard-Carey, 2020). This project aims to apply the lens of Culturally-Sustaining pedagogy (Paris, 2012) to teachers' perspectives and usage of translanguaging in the classroom through survey, interview, and observation data from two Spanish-English dual-immersion programs.

Author

• Margarita Anahi Rodriguez, University of California - Santa Barbara