Abstract
Translanguaging has been recently identified as a promising pedagogy that could better serve emergent bilinguals in the U.S. by incorporating their full linguistic repertoires in academic learning. Therefore, it is important to promote translanguaging in teacher education and such change should start with faculty. This qualitative case study examines how one teacher educator (Elizabeth) and her students engaged with translanguaging in a TESOL teacher preparation course. Findings reveal that Elizabeth not only integrated translanguaging as a course content, but also created translanguaging spaces in her classroom. She realized that the social justice agenda of translanguaging resonated with her teaching philosophy and pushed her to be more critical of the dominant structure. Moreover, the students developed a translanguaging stance during the course and utilized a variety of strategies to implement translanguaging in their teaching. This chapter ends with suggestions for future teacher education program development.
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Notes
- 1.
“Emergent bilinguals” are traditionally referred as “English Language Learners” or “English Learners” (e.g., in language policy documents) with a deficit orientation, focusing only on their learning process or absence of English. To emphasize the potential of these students to become bilingual and biliterate during schooling, I refer to them as “emergent bilinguals” from an asset-based orientation (García & Kleyn, 2016).
- 2.
All student names are pseudonyms.
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Tian, Z. (2020). Faculty First: Promoting Translanguaging in TESOL Teacher Education. In: Lau, S.M.C., Van Viegen, S. (eds) Plurilingual Pedagogies. Educational Linguistics, vol 42. Springer, Cham. https://doi.org/10.1007/978-3-030-36983-5_10
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