“No, Professor, That Is Not True”: First Attempts at Introducing Translanguaging to Pre–service Teachers

Andrei, Elena; Kibler, Amanda K.; Salerno, April S.

doi:10.1007/978-3-030-47031-9_5

Cited by 15 publications

(3 citation statements)

References 22 publications

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“…In this research, I chose to focus my analysis on studies of the pedagogical form of translanguaging because of a gap in research on classroom application of translanguaging. The gap was outlined initially by Creese and Blackledge (2010) and Canagarajah (2011), and, more recently, by other researchers (Andrei et al 2020;Cummins 2019;Galante 2020) who, despite a growing number of publications since 2010 onwards, call for more empirical research which can underpin the translation of translanguaging theory into practice. Hence, there appears to be a contradiction between a rapid growth in the amount of literature on translanguaging on the one hand, and continuing calls for more research on classroom translanguaging on the other hand.…”

Section: Introductionmentioning

confidence: 99%

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

Prilutskaya

2021

Languages

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In the past two decades translanguaging has proven to be a potent concept in applied linguistics, having generated a large amount of literature that explores theoretical and empirical dimensions of this linguistically inclusive pedagogical approach to language teaching and learning. This systematic literature review focuses on empirical studies that draw on the translanguaging framework in English language teaching (ELT) and beyond. Following PRISMA guidelines for systematic reviews, this study aims to shed light on the current state of knowledge about the affordances of translanguaging pedagogies in a plethora of educational contexts worldwide and to highlight possible avenues for future research. Eleven databases were searched to obtain a dataset spanning from 2011 till February of 2021 and yielding nearly 3000 publications. After duplicate removal, abstract screening, and application of the inclusion/exclusion criteria, a total of 233 studies were coded and analysed to address the research questions. As a result, this systematic review synthesizes the state of knowledge on pedagogical translanguaging, with the aim to inform educators about developments in this rapidly growing field and support researchers in identifying future research priorities on the subject of drawing on learners’ full linguistic repertoires for linguistically inclusive education.

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Section: Introductionmentioning

confidence: 99%

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

Prilutskaya

2021

Languages

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“…Finally, another group of social actors that can be brought together through a translanguaging pedagogy are teacher educators and pre-service teachers. In a collaborative teacher inquiry study, Andrei et al (2020) found that introducing translanguaging to a teacher education curriculum enabled a teacher educator and pre-service teachers to confront their relative epistemological differences and engage in dialogue critiquing the perceived theory–practice ‘gap’. Spanning such levels and bringing together different social actors, translanguaging thus has the potential to unite learners, teachers, teacher educators, and researchers as policymakers themselves to enhance the learning outcomes of plurilingual students.…”

Section: Possibilities: Uniting Social Actors In Critical Dialoguementioning

confidence: 99%

Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators

Cinaglia

Costa

2022

RELC Journal

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Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various stakeholders. We draw attention to recent theorization of translanguaging within a broader decolonial agenda, and we highlight challenges faced implementing translanguaging pedagogies in different contexts. Finally, we underscore the role of teacher educators in helping teachers develop a critical translingual stance focused on interrogating dominant ideologies about language and education.

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“…Similarly, when translanguaging was explicitly introduced in a class of pre-service teachers, Andrei, Kibler, and Salerno (2020) encountered push-back from linguistics students. Their contention that the examples provided highlighted code-switching and not translanguaging opened opportunities for the instructor to engage students in conversations about long-held assumptions of language.…”

Section: Translanguaging In Tesol Teacher Educationmentioning

confidence: 99%

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

Pontier

Deroo

2022

TESOL Quarterly

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This study highlights Masters-level TESOL students' meaning-making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (Garc ıa & Li, 2014) and reflective writing as a mechanism for supporting teacher learning (Hoover, 1994; Kelley 2006;Zeichner, 1987). Our inductive and deductive approach to analyze 12 students' 132 journal entries during a TESOL methods class showed developing understandings of translanguaging theory and pedagogy influenced by (a) experience with theories of bilingualism grounded in language separation as historically understood in TESOL, (b) tensions regarding the application of translanguaging theory to praxis (Li, 2017), and (c) tensions between language and testing within the context of neoliberalism (Zeichner, 2014) guiding language teaching and learning in the K-16 context. We conclude by providing suggestions to help teacher educators who engage in teacher language education to better support teacher-learning about translanguaging.

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“No, Professor, That Is Not True”: First Attempts at Introducing Translanguaging to Pre–service Teachers

Cited by 15 publications

References 22 publications

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

Examining Pedagogical Translanguaging: A Systematic Review of the Literature

Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

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