Action Research as a Method to Understand Bilingual Student Teachers' Implementation of Translanguaging Classroom Practices

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Action Research as an Approach to Support Preservice Teachers' Professional Learning

Abstract

We present a qualitative study of fifteen bilingual student-teachers (BSTs) enrolled in a year-long action research (AR) course. Our paper examines how BSTs use AR to study their translanguaging classroom practices. We found they summarized their use of translanguaging in three distinct ways. First, we offer evidence of how BSTs respond with linguistic flexibility to ensure understanding in an immediate and specific concepts. Second, BSTs collected data to show moments of spontaneous and unplanned interactions in both languages; these occurred during social and academic interactions. Finally, BSTs shared data of planned, purposeful integration of all the language codes available to their students. AR provides a responsive and evidence-based method for BSTs to analyze their practices and take ownership over them.

Authors

• Beverly L. Troiano, Elmhurst University

• Simeon M. Stumme, Elmhurst University