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Fostering Pre-Service Teachers' Appreciation of Students' Linguistic Strengths via Translanguaging: Empowering English Learners
Abstract
This chapter overviews the impact of a course unit on translanguaging within an ESOL teaching methodology course which was designed to advance pre-service elementary education teachers' awareness of the translanguaging approach in an effort to support their understanding and appreciation of the importance of acknowledging multilingual learners' linguistic funds of knowledge. The chapter begins with a review of the concepts of identity and power and the role translanguaging plays with respect to these phenomena. The chapter provides a summary of relevant literature concerning the integration of translanguaging into teacher education and then moves into a description of the components of the course unit on translanguaging, the research context for the study, and preliminary findings. Finally, the chapter ends with a description of the relevancy of the investigations' findings for both researchers and teacher educators.
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