Exploring Language Ideologies and Translanguaging Pedagogies in History Classroom With Chinese Community Bilingual Teacher

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Transforming Bi-/Multilingual Instruction in Mathematics, Science, and History Education (Table 3)

Abstract

This study investigates a Chinese community bilingual teacher’s language ideologies and translanguaging pedagogies in an Asian American History classroom within a Chinese community school. Drawing on the four-month of observational and interview data collected from a larger critical ethnographic study, this article demonstrates the bilingual teacher’s ideological shift and purposeful design of pedagogy while navigating the tensions between enacting bilingualism and teaching critical history as learning objectives. This study has implications for practitioners to approach translanguaging as a pedagogy with the goal of both promoting bilingualism and critical content learning at institutional and individual levels.

Author

• Jiadi Zhang, University of Missouri - St. Louis