Exploring Teachers’ Pedagogical Conceptual Changes About Translanguaging in Professional Development Through a Stance-Taking Lens

• In Event: Resisting the Paradigm: Connecting Culture, Narrative, and Innovation in Educational Practice

Abstract

This study examines how teachers in a graduate level ESOL program conceptualize translanguaging pedagogy. Teacher pedagogical conceptual change occurs as teachers readjust and restructure their previous knowledge about teaching and learning by examining new ideas. This study analyzed teachers stancetaking moves in discussion posts and reading responses in online graduate courses. Findings demonstrated that teachers positively evaluated tranglanguaging pedagogy while expressing certainty about the benefits of the approach based on their experience with multilingual students. Teachers’ stancetaking moves showed rather simplistic modification to their presumption about teaching multilingual students without critical engagement with the newly introduced concept. This study urges teacher educators to reconsider ways to engage teachers in critically evaluating theories and research introduced in professional development.

Authors

• Palmer D. Attias, University of Kansas

• Liyan Yang, University of Kansas

• Josh Hayes, University of Kansas

• Kwangok Song, University of Kansas