Multiple Voices, Multiple Languages: A Case Study of a Kindergarten Teacher’s Translanguaging and Dialogic Instruction

• In Event: Negotiating Identity and Pedagogy: Exploring Language Teachers’ Roles and Experiences Across Multilingual Education Contexts

Abstract

This study explores the intersection of dialogic pedagogy and translanguaging pedagogy in a kindergarten dual language immersion classroom. After participating in professional development on multilingual literacy instruction, Ms. Rodriguez implemented dialogic practices including authentic questions and uptake while encouraging students to speak in any languages they knew. Through analysis of lesson videos, teacher interviews, and reflection data, I examine how this teacher navigated the complexity of promoting literacy-related discourse across English and Spanish. Findings indicate that the teacher achieved more success with dialogic practices in small-group than whole-class instruction, when she worked to address inequities in participation between language groups. This case study extends dialogic theory beyond monolingual contexts, offering insights for supporting teachers in implementing equitable multilingual literacy instruction.

Author

• Erika Johnson, University of Iowa