Translanguaging Pedagogies in Linguistically Diverse, Newcomer-serving Secondary Classrooms: Implications of Educators’ Conceptions of Equity

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Bilingualism desde el corazón to the enactment of languaging

Abstract

Research has touted many varied benefits of translanguaging, while acknowledging the importance of different contexts. Drawing on data from eight newcomer-serving institutions, including 58 interviews, 66 observations and over 100 artifacts, this study examines translanguaging functions and limitations in an underexplored context: linguistically diverse, newcomer-serving secondary schools. Findings show that translanguaging served multiple purposes: enabling knowledge demonstration, supporting receptive comprehension, and building linguistic repertoires and connections. However, teachers faced tension between promoting translanguaging and prioritizing English usage, viewing English acquisition as part of advancing equity. Building on prior translanguaging research, this work shows that even when local environments appear favorable toward multilingualism, broader sociopolitical contexts can constrain translanguaging’s transformative potential by reducing home languages to instrumental means for English development.

Author

• Kelley Riffenburgh, University of California - Irvine