(Trans)Languaging in Indian Classrooms: Perspectives of Preservice Teachers

• In Event: Interrupting Hegemonic Practices in Teacher Education Through Youth-Driven, Queer, and Translanguaging Pedagogies

Abstract

This study focused on the shift in ideologies of pre-service teachers about supporting culturally and linguistically diverse students in Indian primary classrooms as they participated together in a professional learning workshop. Pre-service teachers were introduced to the concept of translanguaging and engaged in dialogue about their assumptions and beliefs on using diverse languages in classroom contexts. Through reflective writings, the participants considered their own experiences with languages in schools and the important opportunities translanguaging could bring into their work with children. Pre-service teachers saw new possibilities for supporting linguistically diverse learners in their practicums, at the same time as they raised doubts grounded in the complex sociocultural and socio-political landscape that frames ideas about language and teaching in India today.

Authors

• Anuja Sarda, University of Georgia - Athens

• Martha A. Allexsaht-Snider, University of Georgia