Introducing Translanguaging: Preparing Preservice Teachers for Providing Culturally and Linguistically Sustaining Practices

• In Event: Examining Language, Equity, and Justice in Teacher Education

Abstract

This session examines how the introduction of translanguaging as theory and pedagogy in a predominantly White teacher education program’s ESL methods course impacted pre-service teachers’ views, language ideologies, and social justice orientation toward the implementation of culturally and linguistically sustaining pedagogical practices. We explore how receiving this instruction as a form of culturally sustaining pedagogy influenced pre-service teachers’ preparedness to teach students designated as English learners. Findings reveal instruction about these pedagogies helped unpack pre-service teachers’ views about English learners and language ideologies toward non-English languages. They also raised critical awareness of educational and social injustices as they planned delivery of culturally and linguistically sustaining classroom practices. Implications for educators who work with students designated as English learners are discussed.

Authors

• Nuo Xu, University of Utah

• Veronica E. Valdez, University of Utah