Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation
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Sandra I. Musanti
Abstract
Informed by recent explorations on translanguaging practices in higher education and teacher education, this self-case study explores how a bilingual teacher educator, teaching bilingual teacher preparation courses in Spanish at a Hispanic-serving institution on the US-Mexico border embraces a translanguaging stance to leverage teacher candidates’ bilingualism while preparing them to produce and use academic and professional forms of Spanish discourse for teaching. Findings illustrate how a bilingual teacher educator purposefully embeds translanguaging moves to leverage bilingual teacher candidates’ bilingualism to develop a linguistically inclusive bilingual teacher candidates’ repertoire of practice. In addition, the study shows how candidates’ evolving understanding of linguistic inclusiveness situates them in a continuum from a monolingual to a more dynamic vision of bilingualism and language use in the classroom. Implications of a translanguaging practice-based approach for a socially just pedagogy in bilingual teacher preparation are identified.
Abstract
Informed by recent explorations on translanguaging practices in higher education and teacher education, this self-case study explores how a bilingual teacher educator, teaching bilingual teacher preparation courses in Spanish at a Hispanic-serving institution on the US-Mexico border embraces a translanguaging stance to leverage teacher candidates’ bilingualism while preparing them to produce and use academic and professional forms of Spanish discourse for teaching. Findings illustrate how a bilingual teacher educator purposefully embeds translanguaging moves to leverage bilingual teacher candidates’ bilingualism to develop a linguistically inclusive bilingual teacher candidates’ repertoire of practice. In addition, the study shows how candidates’ evolving understanding of linguistic inclusiveness situates them in a continuum from a monolingual to a more dynamic vision of bilingualism and language use in the classroom. Implications of a translanguaging practice-based approach for a socially just pedagogy in bilingual teacher preparation are identified.
Chapters in this book
- Frontmatter I
- Note from the series editor V
- Preface VII
- Foreword: Re-Seeing translanguaging in teacher education and research IX
- Contents XV
- Introduction 1
- Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation 11
- Chapter 2 Listening to culturally grounded translingual dispositions in teacher education 35
- Chapter 3 Learning from Latinx pre-service teachers’ understandings of their linguistic repertoires 59
- Chapter 4 “If you want to be taken seriously, you have to speak like a white person”: TESOL graduate students’ grappling with translanguaging-as-social justice stance 81
- Chapter 5 Starting with the teachers: Pursuing paradigmatic shift through the development of teachers’ translanguaging repertoires 103
- Chapter 6 Building bilingual teachers’ translanguaging repertoires in a new immigrant destination state 123
- Chapter 7 A teacher’s perspective of translanguaging corrientes: Contextualizing power and control in the translanguaging stance 145
- Afterword 167
- Index 173
Chapters in this book
- Frontmatter I
- Note from the series editor V
- Preface VII
- Foreword: Re-Seeing translanguaging in teacher education and research IX
- Contents XV
- Introduction 1
- Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation 11
- Chapter 2 Listening to culturally grounded translingual dispositions in teacher education 35
- Chapter 3 Learning from Latinx pre-service teachers’ understandings of their linguistic repertoires 59
- Chapter 4 “If you want to be taken seriously, you have to speak like a white person”: TESOL graduate students’ grappling with translanguaging-as-social justice stance 81
- Chapter 5 Starting with the teachers: Pursuing paradigmatic shift through the development of teachers’ translanguaging repertoires 103
- Chapter 6 Building bilingual teachers’ translanguaging repertoires in a new immigrant destination state 123
- Chapter 7 A teacher’s perspective of translanguaging corrientes: Contextualizing power and control in the translanguaging stance 145
- Afterword 167
- Index 173
