A Translanguaging Social Justice–Oriented Framework for ESL Pedagogy

• In Event: Addressing Educational Equity for Immigrant and Multilingual Learners: Instructional Practices Across Educational Settings

Abstract

This qualitative multi case study explores the implementation of translanguaging as part of a cultural and language asset-based curriculum in an English as a Second Language methods undergraduate course over a five-year period. Through discourse analysis, we found that teacher candidates took on either a translanguaging scaffolding or translanguaging transformative stance. Within these stances, we observed that different Discourses were at play that influenced how they implemented these stances in their lesson plans and reflections on their lesson plans. This study urges teacher educators to closely examine how teacher candidates apply the theory of asset-based approaches to language teaching and learning into their microteaching and field placements in order to support multilingual learners.

Authors

• Heather Reichmuth, University of Southern Maine

• Lucia Cardenas Curiel, Michigan State University

• Lisa Domke, Georgia State University

• Marisol Masso, Michigan State University

• Lindsay M. McHolme, Georgia State University

• Laura M Kennedy, Northern Michigan University

• Rebekah Gordon, Michigan State University

• Mingzhu Deng, Georgetown University