Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course

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

Abstract

This paper uses a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to instruction in a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professors and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works.

Authors

• Matthew R Deroo, University of Miami

• Ryan W. Pontier, Florida International University

• Zhongfeng Tian, The University of Texas at San Antonio