DLI (Dual Language Immersion) Teachers' Ideologies About Translanguaging Pedagogies and Writing Instruction

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Centering Multilingual Perspectives in Teacher Education (Table 5)

Abstract

This study investigated dual language immersion (DLI) teachers' ideological stances toward translanguaging in writing instruction and science formative assessment. We used a quantizing mixed-methods approach (Creamer, 2018) to survey 259 DLI teachers and analyze their feedback on student science writing. Preliminary findings indicate that teachers hold inclusive attitudes toward translanguaging. However, some still rely on rigid norms and expectations embedded in writing instruction when they formatively assess students' writing in science. The study underscores the need for professional development to support teachers in implementing translanguaging pedagogy and highlights the potential of translanguaging to promote equity and social justice in education. Future research should explore the impact of teachers explicitly signaling translanguaging stances in their feedback to students.

Authors

• Maricela Leon, The University of Texas System

• Quentin Sedlacek, Southern Methodist University

• Mahjabin Chowdhury, Texas A&M University

• Amy Gillespie Rouse, University of Queensland

• Keller Young, University of Iowa

• Xinjie Chen, Chinese University of Hong Kong