Teacher Perspectives on Translanguaging in Dual-Immersion Classrooms

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Translanguaging in Action: Perspectives and Practices of Bi-/Multilingual Educators in Dual Language Settings (Table 5)

Abstract

Increased demand for bilingual education has warranted exploration of language practices and policies in bilingual schools. Translanguaging has shown numerous benefits for students as a flexible language practice. Despite this pedagogy becoming more accessible with updated legislation, dual-language immersion programs continue to uphold rigid guidelines that separate the programs’ languages. We explored teacher perspectives on translanguaging using surveys and interviews and found that they viewed translanguaging as a helpful practice for students. Perceived benefits included allowing students’ use of their entire linguistic repertoires and promoting students’ ability to make connections across languages. However, outside of making connections across languages during lessons, teachers saw themselves as models for pure language and reported not using translanguaging for clarification or instructions.

Authors

• Margarita Anahi Rodriguez, University of California - Santa Barbara

• Amelia (Amy) Kyratzis, University of California - Santa Barbara