Exploring Teachers' Experiences in Teaching English Language Learners and Implementing Translanguaging in K–12 Mainstream Classrooms

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Learning Culturally and Linguistically Affirming Approaches to Teaching (Table 15)

Abstract

This study delves into teachers’ experiences teaching English Language Learners (ELLs) and implementing translanguaging in K-12 mainstream classrooms in South Florida. In the United States, the percentage of ELLs in public schools has increased, which has presented several challenges. Translanguaging, new concept, attempts to minimize the academic gap between ELLs and English speakers. Nonetheless, the use of translanguaging practices in mainstream classrooms is challenged as conventional educational settings maintain structuralists' ideas of language. Data was collected from a qualitative phenomenological research study using semi-structured interviews and a focus group with teachers who work in mainstream classrooms. Findings indicate that teaching ELLs and implementing translanguaging comes with numerous challenges, ranging from a lack of preparation time to support from school districts.

Authors

• Sharon Pamela Paz, Florida Gulf Coast University

• Hasan Aydin, Florida Gulf Coast University

• Clarisse Halpern, Florida Gulf Coast University

• Zachary Austin Ward, Florida Gulf Coast University