Understanding Translanguaging: Examining Bilingual Teachers’ Perspectives, Preparation, and Practices

• 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

This qualitative study explores the varying definitions and understandings of the concept of translanguaging as they related to bilingual teachers’ language-learning trajectories and experiences. Data was collected from the bilingual teachers’ autobiographical reflections on their pathways toward becoming bilingual and their teaching experiences. Findings show that while teachers expressed understanding of the practice and benefits of translanguaging, they were reluctant to utilize it pedagogically, continuing to separate named languages to “protect” the instruction time in and student exposure to the minoritized language. Further development of a clear pedagogical framework for translanguaging is needed for teachers to utilize the practice effectively within instruction.

Authors

• David González Nieto, Northern Illinois University

• Stephanie R. Eller, Northern Illinois University