Grappling with translanguaging as middle and high school science teachers: Honoring multilingual learners' linguistic repertoires

• In Event: Advancing Justice in Multilingual Education in the United States: Access, Belonging, and Translanguaging

Abstract

Two secondary science teachers learn about translanguaging as a framework and pedagogical tool while adding their bilingual teaching authorization. This paper introduces translanguaging as a theoretical framework (García & Wei, 2015) following a discussion of how a course instructor (Author 1) modeled translanguaging pedagogies for an online cohort of in-service teachers from Texas and California. Adopting a pláticas methodology (Morales et al., 2023) and semi-structured interviews with their bilingual methods instructor, Authors 3 and 4 reflect on their pedagogical practices before and after being exposed to translanguaging. Findings include teachers’ ideological shifts in multilingual learners using non-English languages in the classroom. The paper concludes with recommendations for educators interested in adopting a translanguaging lens to honor their multilingual learners' linguistic repertoires.

Authors

• Melissa Arabel Navarro, San Diego State University

• Maraliz Fischler-Barraza, San Diego State University

• Bianca Andrade, Harden Middle School

• David Toscano, Otay Ranch High School