A Mixed-Methods Study on Bilingual Preservice Teachers' Decision Making About a Student's Translingual Writing

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Toward More Just Supports for Dual Language Learners in Special and Inclusive Education (Table 16)

Abstract

We conducted an explanatory sequential mixed-methods study to understand Spanish-English bilingual preservice teachers’ educational decision-making for a hypothetical Spanish-English bilingual student’s translingual writing performance. For the quantitative data, a cross-sectional survey was performed with 42 undergraduate students to measure the following components of their decision-making: (a) academic appraisals of a student’s translingual writing sample; (b) selections of bilingualism in/sensitive literacy classroom accommodations for the student; (c) attributions about the student’s translanguaging to his positive or negative bilingual features; and (d) recommendation decisions for a special education referral. Participants’ self-review of the survey constituted the qualitative data, which indicated that monolingual English biased teacher education may reflect on participants’ perceptions of translingual writing in literacy classrooms.

Authors

• Sumin Lim, University of Texas - El Paso
  Presenting Author

• Gregory Cheatham, University of Kansas
  Presenting Author