Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

Holdway, Jennifer; Hitchcock, Caryl H.

doi:10.1016/j.tate.2018.05.015

Cited by 52 publications

(20 citation statements)

References 15 publications

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“…The implementation of a translanguaging framework also impacts on monolingual students and teachers whose cultural and linguistic awareness can be broadened in contexts where language is central to learning (Fielding, 2016; García & Li, 2014; García-Mateus & Palmer, 2017; Hamman, 2018). Furthermore, teachers’ own perceptions may be challenged or confirmed by the benefits that students experience (Holdway & Hitchcock, 2018). García, Johnson and Seltzer (2017) identify four purposes for the strategic use of translanguaging in education which include supporting students to develop linguistic practices to further their academic learning and to make space for both ‘students’ bilingualism and ways of knowing’ thereby supporting both their ‘bilingual identities and socioemotional development’ (p. 7).…”

Section: Review Of the Literaturementioning

confidence: 99%

Using the translanguaging space to facilitate poetic representation of language and identity

Dutton

Rushton

2020

Language Teaching Research

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Australian students come from a wide range of linguistic and cultural backgrounds with each context providing unique challenges. Tensions however exist between the intentions to address diversity and the competing influence of a high-stakes context that prioritizes monolingual classroom practices and diminishes teachers’ use of engaging pedagogy. Viewed through the lens of socio-spatial theory, these tensions highlight how the ideal of education for diversity is re-shaped by the everyday practices in schools and systems. This can result in monolingual ‘firstspace’ practices that do little to develop the knowledge of language and culture that is central to students’ engagement with learning. This article reports ethnographic research in which secondary subject English teachers challenged routinized monolingual practices and re-imagined their classroom practices. The use of translanguaging and the reading and writing of poetry – translanguaging poetry pedagogy – created ‘space’ to support a dynamic process in which students could use all their linguistic resources to produce identity texts. The use of translanguaging and identity texts disrupts a transmission pedagogy that positions the student as a blank slate. Teachers reported how translanguaging poetry pedagogy moved from a ‘thirdspace’ practice to a ‘what we do’ or ‘firstspace’ practice as they came to see that using students’ full language repertoire is a way to return the power of language to their students. The resultant translanguaging space and the symbolic propensity of poetry helped students to develop powerful personal representations and reinforces the need for pedagogies that acknowledge students’ diverse backgrounds, and honor the languages and identity of all students.

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Section: Review Of the Literaturementioning

confidence: 99%

Using the translanguaging space to facilitate poetic representation of language and identity

Dutton

Rushton

2020

Language Teaching Research

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“…They found that these teachers had positive attitudes about the selective use of L1 in English classes contrary to institutional policy. In a recent study, Holdway and Hitchcock (2018) examined K12 public school teachers' perspectives of students' using L1 in the classroom as a pedagogical resource within the context of a 15-week online professional development course and found that these teachers developed an understanding of the importance of L1 use in the classroom as a pedagogical strategy.…”

Section: Literature Reviewmentioning

confidence: 99%

Translanguaging in EFL classrooms: Teachers’ perceptions and practices

Yuvayapan

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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The belief that the native language practices of individuals improve their competence in a foreign language gave rise to a number of bilingual language pedagogies, one of which is translanguaging. This term does not merely refer to switching between two languages, on the contrary, it involves a systematic use of two languages in a particular language teaching activity. In this study, English language teachers' perceptions of translanguaging were examined through a questionnaire. Classroom observations were done to examine for what purposes they apply the use of L1 in their teaching and semi-structured interviews were done to figure out the reasons of the differences between their perceptions and actual use of L1. The participants of the study were English language teachers (EFL) who work at state and private schools in Turkey. The Likert-type items in the questionnaire were analyzed quantitatively using descriptive statistics and the data gathered from open-ended questions in the questionnaire, classroom observations and semi-structured interviews were exposed to structural-coding analysis. The results showed that EFL teachers' perceptions were not akin to their practices. Although they held positive views about translanguaging in some particular situations, they did not frequently employ this pedagogy due to the expectations of their institutions, colleagues and parents of their students.

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“…We can observe an adoption of language ideologies by multilingual students or teachers in several studies on translanguaging as part of teacher education, too. Holdway and Hitchcock (2018) show that engagement with translanguaging literature in a further education course changes teachers' teaching practice to be more inclusive of multilingual resources. Out of seven teachers in this study, one teacher does not change her teaching and insists on focusing on teaching content matter using English-medium only.…”

Section: Discussionmentioning

confidence: 97%

Reflecting Lingualities and Positionalities for a Changing Education System

Knappik

Peschel

Hägi-Mead

et al. 2020

Inklusion Und Bildung in Migrationsgesellschaften

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To improve teacher education for multilingual and often minoritized classrooms, we aim to find out more about future teachers' understandings of multilingualism. Using a biographical professionalization research approach, we investigate the interactions of students' biographical and academic knowledge in autobiographical texts, focusing on two minoritized students. Their texts allow to reconstruct biographical knowledge of family language policies, Heritage Language Instruction and translingual lifeworlds. They also show the students' knowledge of language ideologies that devalue multilingualism.

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Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

Cited by 52 publications

References 15 publications

Using the translanguaging space to facilitate poetic representation of language and identity

Using the translanguaging space to facilitate poetic representation of language and identity

Translanguaging in EFL classrooms: Teachers’ perceptions and practices

Reflecting Lingualities and Positionalities for a Changing Education System

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