Affordances and Challenges of Translanguaging Pedagogy for In-Service Content Area Teachers

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Author(s): Jayoung Choi (Kennesaw State University, USA), Tuba Angay-Crowder (Kennesaw State University, USA)and Ji Hye Shin (Kennesaw State University, USA)
Copyright: 2022
Pages: 17
Source title: Global and Transformative Approaches Toward Linguistic Diversity
Source Author(s)/Editor(s): Sarah E. DeCapua (University of Connecticut, Storrs, USA)and Eda Başak Hancı-Azizoglu (Mediterranean (Akdeniz) University, Turkey)
DOI: 10.4018/978-1-7998-8985-4.ch016

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter explores how two in-service content area teachers responded to translanguaging pedagogy that was briefly introduced in a teacher education course. Qualitative analysis of the online course work, interviews, and researcher journals revealed that each teacher demonstrated a translanguaging “stance” as well as potential in creating “design” and in initiating “shifts” while their understandings and implementation could be more refined. While understanding translanguaging mostly as a strategy helped the teachers develop a translanguaging stance more easily, it did not lead to more critical examination of complex language ideologies that directly affect teaching of multilingual learners. The study has implications for teacher educators who grapple with creating room for translanguaging, an equitable educational practice for multilingual students, in existing curricula.

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Affordances and Challenges of Translanguaging Pedagogy for In-Service Content Area Teachers

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