Empowering Emergent Bilinguals: Translanguaging Practices in Preservice Teachers’ Lesson Plans in Content Areas

• In Event: Preparing Teachers to Support Multilingual Learners

Abstract

The increasing diversity in K-12 schools demands a paradigm shift in preparing preservice teachers (PSTs) to address the needs of Emergent Bilinguals (EBs). This study examined fifty-six elementary PSTs' lesson plans in ELA, social studies, math, and science, focusing on integrating pedagogical translanguaging strategies. The research questions were: 1) What translanguaging practices are evident in PSTs' lesson plans? 2) How do PSTs integrate these practices into instructional planning for EBs? Content analysis revealed PSTs used translanguaging for vocabulary development and multimodal resources but needed more training in using EBs' home languages. The study highlights the need for teacher preparation programs to provide training on translanguaging strategies to equip PSTs to teach EBs effectively. The findings have implications for teacher education.

Authors

• Marwa Elshafie, University of Houston

• Jie Zhang, University of Houston