Co-Designing Justice-Oriented ESL Curricula: A Humanizing Approach to Research-Practice Partnerships

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Bilingual Education Research Virtual Poster Session

Abstract

This study examines how humanizing teacher-researcher collaborations grounded in translanguaging pedagogy can support the development of more equitable ESL curricula. Through an intrinsic case study of one school-university partnership, the research explores how co-stances, co-designs, and co-shifts are negotiated to center multilingual learners’ linguistic and cultural assets. Drawing on Paris and Winn’s (2014) humanizing research framework and Shepard-Carey and Tian’s (2023) model of teacher-researcher collaboration, the study highlights how trust, dialogic lesson planning, and flexible participation foster a non-extractive, responsive partnership. Findings offer a replicable model for building school-university relationships that resist deficit perspectives and position teachers as co-learners and co-designers. This work contributes to methodological discussions on translanguaging, equity, and socially just education in multilingual contexts.

Author

• Marisol Masso, Michigan State University