Exploring teachers’ perspectives on the implementation of a translanguaging pedagogy in two superdiverse Viennese
classrooms
This article discusses the implementation of translanguaging in two superdiverse school classes and their
teachers’ understanding of translanguaging. Translanguaging as a theory and a transformative pedagogy has recently captured
scholars’ interest from all over the globe, but also earned critique for its transformative claims and ongoing expansion of the
term (
Jaspers, 2018, p. 2). Through a triangulation of ethnographic fieldnotes and
interviews, analysed with thematic coding and linguistic text analysis, this study shows that the teachers’ translanguaging
pedagogy is strongly characterised by reoccurring elements, such as translation or reading tasks. The data also reveals teachers’
strong beliefs concerning translanguaging and a gap between the terminology of teachers’ everyday experiences and the terminology
used in research, which both turn out to be resistant to change.
Article outline
- Introduction
- What is translanguaging?
- A brief history of the term translanguaging
- Methodology: Triangulating ethnographic field-observations and interviews
- Results
- Immersing into field-observations: How is translanguaging implemented by the collaborating teachers?
- How is translanguaging understood by the collaborating teachers?
- Discussion
- Conclusion
- Implications
- Declaration of interest statement
- Acknowledgements
- Notes
-
References
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