Dialogic Foundations of the “4-Trans” Approach in Multilingual Teacher Education

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division G - Section 2: Differences and Intersectionalities Virtual Poster Session

Abstract

The explorations and conceptualization of translanguaging, transnationalism, transculturalism, and transdisciplinarity have contributed to understanding the importance of individual and communities beyond national boundaries. Drawing on a dialogic conception of social mediation, heteroglossia, and critical consciousness, we propose the enunciation of the “4 trans” as multidimensional, permeable, and complementary approach in multilingual teacher education. In this paper, we share the outcomes of an integrative literature review that anchored the proposal of the “4-tran” framework for multilingual teacher education. Findings show how the current multilingual teacher preparation scholarship has addressed translanguaging, transnationalism, transculturality, and transdisciplinarity and the intersections of heteroglossia, social mediation, and critical consciousness either in an isolated manner or by referring to intersections between them.

Authors

• Sandra I. Musanti, University of Texas - Rio Grande Valley

• David Martinez-Prieto, University of Texas - Rio Grande Valley

• Xiaodi Zhou, University of Texas - Rio Grande Valley