Evaluation of a Translanguaging in Science Professional Development Project: Focusing on Institutional Support

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: Division H Poster Session

Abstract

Despite the growing interest in integrating translanguaging in science instruction, limited attention has been paid to the institutional support necessary for teachers to fully embrace the approach. Guided by Guskey’s framework, this study examines the institutional support and contextual structures surrounding Year Two of a four-year researcher-practitioner partnership project designed to support middle-school science educators in working with multilingual learners (MLs) through translanguaging pedagogy. Findings highlights both opportunities and tensions tied to district level policies, resource allocation and recognition of success. Regardless of some challenges about resources and assessment policies, teachers showed strong commitment to implementing translanguaging in the project selected unit and extending the practice across multiple disciplines, demonstrating its potential for sustainable practice.

Authors

• Hien Thi Tran, University of Houston

• Jie Zhang, University of Houston

• Zhenjie Hou, University of Houston

• May JadAllah, Independent Researcher in Amman, JORDAN

• Sissy S. Wong, University of Houston

• Haemin Kim, University of Houston

• Araceli Enriquez-Andrade, University of Houston

• Samuel Katende, University of Houston

• Yonglin Ruan, University of Houston