Exploring Chinese Language Teachers' (CLT) Attitudes of Pedagogical Translanguaging in Chinese-English Dual Language Bilingual Education (DLBE) Programs

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 09: Initial Teacher and Teacher Educator Preparation Virtual Poster Session

Abstract

This study aims to explore Chinese Language Teachers' (CLTs) attitudes toward pedagogical translanguaging in Chinese-English Dual Language Bilingual Education (DLBE) programs. Utilizing a theoretical framework of translanguaging, this qualitative research examines the factors influencing CLTs' perceptions and the challenges of implementing translanguaging practices. Interviews with two CLTs reveal positive attitudes toward translanguaging. Yet, their willingness to adopt these practices in Chinese classrooms varies due to concerns over program policies and lack of professional training. The study highlights the impact of educational background and the restrictive 90% target language input policy on CLTs' adoption of translanguaging. This research provides insights into the complexities of integrating translanguaging pedagogy in multilingual educational settings and suggests areas for further professional development and policy review.

Author

• Meiheng Chen, Michigan State University