“I Can Write in My Language and Switch Back and Forth?”: Elementary Teacher Candidates Experiencing and Enacting Translanguaging Pedagogies in a Literacy Methods Course

Machado, Emily; Gonzales, Grace Cornell

doi:10.1177/2381336920937256

Cited by 12 publications

(8 citation statements)

References 14 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We used García et al’s (2016) translanguaging pedagogy to frame our teaching in the methods course (see Machado & Gonzales, 2020). For example, we shared readings focused on translanguaging in writing classrooms (e.g.…”

Section: Context and Methodsmentioning

confidence: 99%

“…We also regularly debriefed our observations and collaboratively composed analytic memos. In previous analyses, we explored TCs’ experiences of translanguaging pedagogies in our course (Machado & Gonzales, 2020, 2021). For this analysis we returned to the data set, interested in exploring how TCs enacted translanguaging pedagogies with students.…”

Section: Context and Methodsmentioning

confidence: 99%

“…His invitation extended throughout the writing process, as Peter provided students with language buddies for multilingual discussion during brainstorming and drafting, and encouraged students to bring LBE into their final compositions when it was authentic to their purpose and audience. His students took up this invitation, composing pieces that used Spanish and Samoan (Machado & Gonzales, 2020). For example, a newcomer student from Mexico composed her piece, “La Navidad,” entirely in Spanish after brainstorming ideas and clarifying directions with a language buddy.…”

Section: Beginning the Work: Enacting Translanguaging Pedagogies In W...mentioning

confidence: 99%

“…For example, Jen modeled translanguaging by incorporating Spanish into her writing, making herself vulnerable by writing publicly in a language in which she was not an “expert.” In his lesson reflection, Peter also discussed relying on a language buddy to communicate with a student who had recently arrived from Mexico, and attempting to respond to her in Spanish when she spoke to him in Spanish. Here, instead of accepting that the teacher designates the language of instruction, he intentionally shifted to position her language at the center of the instructional moment (Machado & Gonzales, 2020). Aisha, in turn, positioned herself as a learner of students’ languages—as the one “missing a skill”—and went out of her way to draw upon technological and social resources to understand student writing in LBE.…”

Section: Entry Points To Translanguaging Pedagogiesmentioning

confidence: 99%

See 3 more Smart Citations

Taking the Leap: Supporting Multilingual Writers Through Translanguaging

Gonzales¹,

Machado²

2022

The Reading Teacher

Self Cite

View full text Add to dashboard Cite

Translanguaging pedagogies support student writers in expressing themselves using their full language repertoires, writing for authentic audiences, and connecting to their identities. However, many teachers, particularly those who identify as “monolingual” and teach in English‐medium classrooms, may not know how to introduce translanguaging into their writing instruction. This study explores how three pre‐service teachers enrolled in a writing methods course enacted translanguaging pedagogies in their English‐medium student teaching classrooms. Drawing on case study methods, this article highlights entry points to translanguaging pedagogies in writing instruction, suggesting that teachers can foster translanguaging by crafting invitations to compose bilingually, choosing topics and genres intentionally, using strategic supports, and pushing themselves to step beyond their comfort zones. Ultimately, this article argues that all teachers of writing can begin to invite their students’ languages into their writing classrooms, creating spaces where children draw on their full language repertoires as they make and express meaning.

show abstract

Section: Context and Methodsmentioning

confidence: 99%

Section: Context and Methodsmentioning

confidence: 99%

Section: Beginning the Work: Enacting Translanguaging Pedagogies In W...mentioning

confidence: 99%

Section: Entry Points To Translanguaging Pedagogiesmentioning

confidence: 99%

See 2 more Smart Citations

Taking the Leap: Supporting Multilingual Writers Through Translanguaging

Gonzales¹,

Machado²

2022

The Reading Teacher

Self Cite

View full text Add to dashboard Cite

show abstract

“…In doing so, curricula can expand who belongs and is affirmed, legitimizing multiply-marginalized communities' histories and ways of knowing (Tenet 4). By providing flexibility in materials (e.g., options for readings, podcasts, blog posts) and assignments (e.g., options for multimodal, multilingual expression), and explicitly inviting TCs to draw on their lived experiences and broad linguistic repertoires (Machado & Gonzales, 2020), teacher educators can better honor multiply-marginalized TCs' insights and brilliance.…”

Section: Cultivating Meaningful Access and Belongingmentioning

confidence: 99%

A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence

Beneke

Love

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background: In U.S. contexts, the language of “quality” early childhood education is widely invoked to evaluate the “goodness” of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what takes place in teacher education. Though objections to quality reform efforts and the ways they uphold white supremacy have been extensively discussed, less work has explicitly examined how ableism intersects with racism in the ways quality is defined and applied in early childhood. Purpose: The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality in early childhood to examine how traditional notions of early childhood quality position and affect multiply-marginalized children, families, and teachers. We emphasize how dominant notions of early childhood quality are reinforced and can be disrupted in teacher preparation. Interpretive Analysis: We utilize DisCrit’s seven interrelated tenets to analyze how ableism and racism mutually reinforce notions of early childhood quality by: (1) predefining universal goals for teaching and learning; (2) reducing the complexity of teaching and learning; and (3) discarding the wisdom of multiply-marginalized children, families, and teachers. Each of these technocratic processes rely on one another (and at times, overlap) to uphold whiteness and ableism in both early childhood practice and teacher education; exposing them allows us to imagine alternate ways of conceptualizing and enacting meaningful early education. Through DisCrit praxis, we offer an alternative language of evaluation that centers multiply-marginalized young children, families, and teachers using pedagogies of wholeness, access, and interdependence. Conclusions: At the nexus of ableism and racism, standardized notions of early childhood quality create myriad forms of harm for multiply-marginalized children, families, and teachers. Although the language of quality pervades the field, we know it is not the only way. We implore teacher educators to support teacher candidates in developing a DisCrit praxis, as we engage in such processes of reflection and action ourselves. When teaching and learning are rooted in principles of wholeness, access, and interdependence, we put multiply-marginalized communities at the heart of our work, reclaiming and enacting meaningful pedagogies in early childhood.

show abstract