What Does Translanguaging in Teaching Preparation Look Like?

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Centering the Knowledge and Language Practices of Bi/multilingual Students and Families in Preservice Teacher Education

Abstract

There is a need for more translanguaging practices in teacher preparation that promotes the affirmation of bilingual teachers’ sociolinguistic Latinx and bilingual legacies, and how those legacies influence their professional identity.

Based on recent literature and practitioner observations, this presentation argues that trans-languaging pedagogy needs to be present in teacher preparation practice to affirm the identities of linguistically diverse students. Translanguaging pedagogy urges us to move away from the conceptualization of bilingual or bi-literate interpreted as someone who has equal, high degrees of bilingualism and biliteracy across languages or being two monolinguals in one (Grosjean, 1989).

The presentation will illustrate how bilingual pre-service teachers have been engaged with translanguaging pedagogy during their coursework and beyond.

Author

• Yuliana H. Kenfield, Oregon Department of Education