Enacting a Holistic Stance: Guiding Mainstream Preservice Teachers Toward a Translanguaging Praxis

• In Event: Worldwide Perspectives on Teacher Education and Experiences

Abstract

This paper examines the ways in which preservice teachers engage with a holistic languaging approach in a teacher preparation program and transitioning into teacher induction. Guiding preservice teachers towards the take-up of a translanguaging praxis, this study applies García et al.’s (2017) translanguaging stance to analyze teachers’ enactment of a holistic approach over time. Crafting diverse language profiles (Athanases et al., 2015), this study also responds to a call in teacher education to conduct more research with multilingual teachers in mainstream spaces (Solano-Campos et al., 2020), and to examine teachers’ enactment of learning beyond teacher preparation (Mills et al., 2020). Implications for teacher education across contexts is discussed, pushing back upon the construct of the “ideal native speaker” (Cook, 1999).

Author

• Laura Turner, University of Texas at Austin