Acknowledging and Taking Up Teacher Expertise in Translanguaging Co-Designs: Voices From the Field (Table 9)

• In Event: Sunday Roundtable Session 7:45 am

Session Type: Roundtable Session

Abstract

Translanguaging pedagogies research (e.g., CUNY-NYSIEB, 2021; Authors, 2023; Authors, 2020; Vogel 2022) has called attention to the potential for teacher-researcher collaboration and co-design to sustain critical and equity-focused approaches for serving multilingual students. Yet, while co-design work in translanguaging pedagogies emphasizes bidirectional collaborative endeavors, there is room to center and listen to the expertise of PK-12 educators who negotiate the complexity of monolingual bias, deprofessionalization, and other obstacles in public education every day. The purpose of this symposium is to bring together practitioner and researcher teams to discuss, interrogate, and reimagine how “teacher as expert” has been and could be increasingly leveraged and showcased in collaborative translanguaging pedagogies research.

Sub Unit

• SIG-Second Language Research

Chairs

• Leah Shepard-Carey, Drake University

• Zhongfeng Tian, Rutgers University - Newark

Papers

• Centering Teacher Voices in Science Classroom Assessment Design That Welcomes Translanguaging - Caitlin G. Fine, Metropolitan State University of Denver; Maren Getz, Aurora Public Schools; Haeyoung Littich, Aurora Public Schools

• Transladoras Sin Fronteras: Merging Linguistic Borderlands to Take Up Students’ Translanguaging Corriente - Susana Ibarra Johnson, New Mexico State University

Discussant

• Kate Seltzer, Rowan University