Queer Possibilities of Translanguaging Pedagogy: In Pursuit of a Radically Just and Transformative Bilingual Education

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Equity and Representation in Bi-/Multilingual Education (Table 1)

Abstract

As anti-LGBTQ+ fervor tears through states across the US, we—two queer, doctoral candidates and former bilingual classroom teachers—ask ourselves: where is bilingual education in supporting LGBTQ+ students? In this conceptual paper, we outline and argue for the queer possibilities of translanguaging pedagogy, or the ways that translanguaging pedagogy and queer pedagogy might come together to move bilingual teaching towards more radically just and transformative futures. We anchor our argument in examples of K-12 classroom and teacher education practice that offer insight into what might happen when we bring queer pedagogy to bear on translanguaging. Our paper contributes to the growing body of scholarship that positions translanguaging as a critical, political act by advocating for the pedagogy’s queer potential.

Authors

• Devon Hedrick-Shaw, University of Illinois at Urbana-Champaign

• Nelia Peña, University of Colorado - Boulder