Developing Academic Spanish Using Young Adult Literature and Translanguaging Pedagogies for Teacher Candidates and Students

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT053 (Sunday)

Abstract

This qualitative case study with phenomenological elements explores how Spanish-English bilingual young adult (YA) literature can be leveraged into literacy methods courses in secondary English teacher preparation courses to enhance teacher candidates’ academic Spanish proficiency and foster translanguaging pedagogies. Informed by critical and decolonial perspectives and rooted in Barrio-based epistemologies, the study acknowledges language hierarchies and challenges English-dominant ideologies that marginalize bilingual educators and students. In essence, the study argues that embedding Spanish-English bilingual young adult literature into teacher education methods literacy courses disrupts monolingual norms, advances linguistic and cultural equity, and prepares educators to create inclusive and linguistically learning environments.

Author

• Wendy Mendez, National Louis University