Successes and Challenges When Implementing New Translanguaging Pedagogies During Literacy Instruction in Mainstream Elementary Classes

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Understanding the Complexity of Multilingual Learner Education: From Reading to Assessment (Table 12)

Abstract

This qualitative study examines how 14 elementary, English-dominant teachers in mainstream classes implemented translanguaging pedagogies in literacy instruction during a yearlong professional development. It also examines how their multilingual learners (MLs) responded to this instruction. Data include video recordings of literacy instruction and related student work. Critical discourse analysis shows evidence of teachers implementing varied practices to encourage their MLs to use or draw on their home languages. While most MLs responded positively to teachers’ invitations, others actively resisted these prompts. The challenges faced by teachers and students raise questions about how to implement translanguaging pedagogy in ways that support MLs’ growing language and literacy skills. We also examine the limitations of doing so within mainstream and English-dominant classrooms.

Authors

• Erika Johnson, University of Iowa

• Morgan Peterson, University of Iowa