Language in Diaspora: An Autoethnography of a Multilingual Educator and Learner in U.S. Schools

• In Event: Exploring the Possibilities of Bilingual Education: Language Practices, Learning Interests, and Experiences of Adult Learners

Abstract

Drawing upon Freire's (2000) critical pedagogy and Garcia’s (2009) translanguaging as the theoretical framework, I explored the normalization of monolingualism versus multilingualism in my experiences as a student and teacher at a public charter school with a predominantly Southwest Asian North African (SWANA) student population. In this autoethnographic study, I asked: (1) how has translanguaging presented itself in and impacted my academic journey as a student and as a teacher, and (2) what themes emerged as a result of this self-reflection? The findings of this study revealed the developmental benefits of using our full linguistic repertoire with translanguaging and the drawbacks that come with situating the practice of translanguaging in an educational system that privileges the English language.

Author

• Ayah Issa, Michigan State University