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Cultivating Multilingual Perspectives: Preservice Teachers' Take-Up and Enactment of Holistic Languaging Approaches Over Time
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 1Abstract
This paper analyzes the ways in which pre-service teachers seeking elementary certification as Early Childhood to Sixth Grade English as a Second Language (ESL) Generalists take-up and enact holistic views of languaging and bi/multilingualism in a university teacher preparation program and beyond. The study is informed by theories challenging monolingual views and assumptions towards language, and situated within a translanguaging pedagogy theoretical framework (García et al., 2016). Utilizing an ethnographic lens, I examine the ways in which pre-service teachers’ take-up and enact holistic views of languaging across contexts in a Professional Development (PDS) sequence, mapping how they position themselves in relation to bi/multilingual pedagogies over time. Findings are discussed, and implications for curriculum development needs in teacher education are addressed.