Teachers’ Experiences With Translanguaging Theory and Pedagogy Across Contexts

Session Type: Symposium

Abstract

This symposium presents findings from four papers exploring how pre- and in-service teachers learn about, negotiate, and employ translanguaging pedagogies. We argue that translanguaging pedagogies are essential knowledge for all teachers, offering a framework for dismantling linguistic hierarchies and pedagogical practices for inviting students to use all their language resources in schools. We present data from four distinct contexts, including undergraduate preservice teachers in literacy methods courses preparing to teach in English-medium classrooms, an inservice teacher working with a researcher in a dual language bilingual education classroom, and graduate level in-service teachers who are new to translanguaging theory and pedagogies. Findings across studies illustrate how translanguaging pedagogies can be taught and taken up in a variety of school contexts.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Teacher & Teacher Educator Learning

Chairs

• Faythe Beauchemin, Boston College

• Lindsey W. Rowe, Clemson University

Papers

• Teachers’ Translingual Composing: How Preservice Teachers Responded to Invitations to Write Using Multiple Languages - Lindsey W. Rowe, Clemson University

• Developing a Translanguaging Co-Stance: Teacher-Researcher Collaborative Inquiry in a Mandarin-English Dual Language Bilingual Education Classroom - Zhongfeng Tian, Rutgers University - Newark; Sunny Man Chu Lau, Bishop's University

• The Journey Toward Transformational Translanguaging Pedagogies: The Emergent Praxis of In-Service Teachers - Leah Shepard-Carey, Drake University

• Learning From the Experiences of Preservice Teachers Enacting Translanguaging Read-Alouds - Faythe Beauchemin, Boston College

Discussant

• Laura Ascenzi-Moreno, Brooklyn College - CUNY