Chapter 2 Listening to culturally grounded translingual dispositions in teacher education
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Abraham Ceballos-Zapata
Abstract
In this paper, we analyze the stories of two students Aaron and Jasmine through a theoretical lens of Pansori, a Korean musical genre, that guided our research experiences as co-researchers in the context of U.S. teacher education. Through narrative knowledging as our methodology and Pansori as lens, we as Mexican and Korean nationals were able to negotiate diverse linguistic resources for situated construction of meaning. Using Pansori as lenses, our research enacted an iterative process of journaling, narrative analysis, and critical discussions. Data analysis consisted of a process of “articulation of self-awareness” (Trahar 2009) that led to re-seeing narratives of students. Our translanguaging design created a corriente between teacher education spaces in the university and pre-service classroom practice. This research process allowed us to re-see and re-hear students (Seltzer 2019) as unique sounds leveraging our own translingual dispositions in culturally grounded ways. This work provides a way forward for educators to honor their culturally grounded translingual dispositions.
Abstract
In this paper, we analyze the stories of two students Aaron and Jasmine through a theoretical lens of Pansori, a Korean musical genre, that guided our research experiences as co-researchers in the context of U.S. teacher education. Through narrative knowledging as our methodology and Pansori as lens, we as Mexican and Korean nationals were able to negotiate diverse linguistic resources for situated construction of meaning. Using Pansori as lenses, our research enacted an iterative process of journaling, narrative analysis, and critical discussions. Data analysis consisted of a process of “articulation of self-awareness” (Trahar 2009) that led to re-seeing narratives of students. Our translanguaging design created a corriente between teacher education spaces in the university and pre-service classroom practice. This research process allowed us to re-see and re-hear students (Seltzer 2019) as unique sounds leveraging our own translingual dispositions in culturally grounded ways. This work provides a way forward for educators to honor their culturally grounded translingual dispositions.
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
