Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual
classrooms
Building on the framework of translanguaging both as individuals’ flexible language practices and classroom
pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a
group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The
analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural
challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the
complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on
pedagogical translanguaging.
Article outline
- 1.Introduction
- 2.Related literature
- 2.1Theorization of translanguaging
- 2.2Translanguaging as classroom pedagogy
- 3.Research methods
- 3.1Context and participants
- 3.2Data collection and analysis
- 4.Findings
- 4.1Developing an integrative view of languaging and literacy development
- 4.1.1Taking up translanguaging stance
- 4.1.2Spectrum of translanguaging stances
- ii.Enacting translanguaging pedagogy
- 4.1.3Preparing instructional resources for classroom translanguaging
- 4.1.4Facilitating translanguaging interaction with peers and texts
- 4.1.5Mobilizing multiple modes for embodied learning
- 5.Discussion
- 6.Conclusion
- Notes
-
References
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