Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Abstract

The Challenge Research on teacher knowledge in immersion education has primarily focused on the teacher's ability to integrate language and content. In this study, we sought to examine how a French immersion teacher enacted his systemic functional linguistic (SFL) knowledge base in translanguaging design to position his African American students in a culturally sustaining genre pedagogy.

A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum

“…Strategies of scaffolding were commonly adopted. Some strategies proven practical in genre analysis, like the use of mind maps ( Wette, 2017 ), translanguaging resources ( Archila et al, 2021 ; Troyan et al, 2021 ), and phrase banks to collect “multi-word sequences” ( Gebhard et al, 2013 ; Li et al, 2020 ) were also adopted, representing pre-service teachers’ valuable pedagogical attempts in the implementation of GBA. One possible explanation for this is that the student-teachers in the present studies were from normal college (i.e., teacher education), and they can transfer the scaffolding techniques learned from professional courses (e.g., language teaching methods) to the use of genre pedagogies and also consciously draw from their useful EFL learning experience as students.…”

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

“…In the third part of the course, the language teachers applied the theory to a unit plan for language teaching. Because the present study focused on one task in the course called the Language Use Profile , we encourage readers to see elsewhere for detailed descriptions of how teachers have applied the theory in their text analyses in the second part of the course (e.g., Sembiante et al, 2021), as well as in their instructional design in the third part of the course and beyond the course in their classroom teaching (e.g., Troyan, 2021; Troyan et al, 2021).…”

“…The present study is part of an on‐going collaborative self‐study of teacher educator practices (e.g., Austin, 2022a, 2022b; Peercy & Sharkey, 2020; Peercy & Troyan, 2017) in which we are collaboratively examining our development of a humanizing SFL praxis, moving back and forth between our language teacher education program and the classrooms where the language teachers teach (e.g., Sembiante et al, 2021; Troyan & Sembiante, 2021; Troyan et al, 2021). Because of the centrality of identity work in engaging in humanizing praxis, we position this reflexive work as a means for holding ourselves accountable, as teacher educators, to the language teachers we work with (Johnson, 2015; Troyan & Peercy, 2018).…”

“…To achieve this goal, we enlisted systemic functional linguistics (SFL; Christie, 2002; Halliday, 1994; Hasan, 2009) as a theoretical lens through which we developed language teachers' awareness of their cultural and linguistic diversity through examination of their language use in context. Contextualized within our on‐going collaborative self‐study of teacher educator practices (e.g., Davin & Troyan, 2015; Peercy & Troyan, 2017; Troyan & Peercy, 2018; Troyan et al, 2021), we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog (Kinloch & San Pedro, 2014; San Pedro & Kinloch, 2017) to engage them in reflection on those identities.…”

Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education

“…Creating a diverse and representative curriculum that not only incorporates authentic resources that represent Chinese language and culture but also represents the diverse learner communities and cultural narratives are imperative. In doing this, the world and social realities of CLD learners can be more accurately and completely represented (e.g., Anya & Randolph, 2019; Troyan, King, & Bramli, 2021;Yuan, 2019).…”