Ideological Entanglements in Literacy Instruction: Translanguaging, White Monolingualism, and the Influence of the Science of Reading Abstract

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Abstract

This study leverages post-intentional phenomenology and narrative inquiry to explore the questions and challenges white, monolingual women have when taking up translanguaging pedagogies in English-medium literacy instruction. By studying a collective of seven white, monolingual women teachers, the author finds that participants experience questions and challenges with translanguaging in relation to the pressure to teach grammar conventions, overwhelm about seemingly competing initiatives, and the science of reading movement. The author discusses these findings through the lens of critical whiteness studies and raciolinguistics, determining that raciolinguistic ideologies and multilingual language awareness play a significant role in these challenges shaping practices perceived as priorities, participants’ perceptions of where translanguaging pedagogies were possible, and practices aligned with the science of reading movement.

Author

• Laurie Elisabet Hahn Ganser, University of Minnesota