Engaging Future Teachers to Critically Negotiate the Possibilities for Teaching Emergent Bilingual Students via Translanguaging

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

Abstract

This paper draws on data from an undergraduate education course that explored competing approaches to educating EBs in a variety of multilingual education contexts. The purpose of this paper is to offer a tool for clearly defining and critically negotiating the various approaches we bring into the classroom to serve our EB students. This tool is aimed at pre-service teachers to critically interrogate approaches to language teaching and to explore how Translanguaging can support more equitable approaches to educating EBs. This paper centers not only the creative and flexible ways in which future teachers negotiated Translanguaging pedagogy, but also the role of multilingual teacher education in preparing teachers to critically examine language ideologies and reshape their future instructional possibilities.

Author

• Kevin Donley, University of Oregon