Using Translanguaging to Shift How Secondary Preservice Teachers Provide Opportunities and Support for Multilingual Learners

• In Event: AERA Poster Session Friday 3:45pm
  In Poster Session: Constructing Futures of Teacher Education: Equity, Technology, and Transformative Frameworks

Abstract

We report preliminary findings from a federally funded, multiyear project. Two secondary teacher preparation programs designed, tested, and refined coursework and mentor professional learning that used translanguaging pedagogy to strengthen how PSTs provide opportunities for multilingual learners to engage in disciplinary learning while supporting their language and biliteracy in a disciplinary context. We measured PSTs’ implementation of five teaching practices. Both the treatment and a comparison group of PSTs scored higher on the Opportunity portion of each teaching practice than the Support portion. The score distribution also differed - a shift toward higher scores for the treatment PSTs. The findings underscore the challenge of preparing PSTs to implement translanguaging moves that support and expand the biliteracy that would strengthen disciplinary learning.

Authors

• Edward G. Lyon, California State University - Sonoma

• Lyn Scott, California State University - East Bay

• Caroline Thompson Spurgin, sonoma state university

• Saul I. Maldonado, San Diego State University