Translanguaging Co-Designs for Less Common Languages: Tensions and Opportunities

• In Event: Examining Hybrid Linguistic Practices in Teaching and Learning

Abstract

Despite the growing body of research surrounding translanguaging pedagogies in English-medium literacy instruction, research has yet to fully address the complexity of implementing such pedagogies, particularly with young multilinguals from less common language backgrounds. This collaborative teacher-researcher study in a second-grade English-medium classroom draws on frameworks of translanguaging pedagogies and collaborative design methodologies to address the question: What opportunities and constraints emerged from translanguaging pedagogies co-design and implementation processes with students from a less common language and cultural background (Somali)? This presentation addresses the ideological, institutional, and pragmatic issues that arose during our collaboration, and further argues for materials and pedagogical development in translanguaging pedagogies that recognize the needs of young students from less common language backgrounds.

Author

• Leah Shepard-Carey, Drake University