Chapter 5 Starting with the teachers: Pursuing paradigmatic shift through the development of teachers’ translanguaging repertoires
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Xenia Hadjioannou
Abstract
Translanguaging pedagogy calls for strategically and systematically leveraging all students’ language knowledge toward bilingualism and biliteracy; a commitment that demands critical consideration of normative practice, identifying and dismantling oppressive patterns, and angling teaching toward equity and social justice (Calabrese Barton, Tan, and Birmingham 2020; Zapata et al. 2019). Teacher education has a crucial role to play, since adopting translanguaging pedagogy requires a paradigmatic shift from common monolingually oriented approaches. Based on multi-year work with inservice teachers at a U.S. university, the chapter explores efforts to help inservice teachers develop their translanguaging repertoires and envision and implement translanguaging practices in their teaching. This involved supported, interconnected critical examinations of normalized practices in the teachers’ professional contexts built around the notion of reseeing: re-seeing bilingualism and “English Learners,” as well as one’s own teaching and instructional contexts. These examinations were identified as promising in elucidating patterns of injustice against linguistically minoritized students and in supporting the conception of more socially just alternatives. Also promising were guided curricular re-envisionments. However, shifts toward translanguaging- informed teaching can be frustrated by systemic resistance as well as by deeply rooted monolingual ideologies that may undercut teachers’ best intentions to adopt translanguaging practices.
Abstract
Translanguaging pedagogy calls for strategically and systematically leveraging all students’ language knowledge toward bilingualism and biliteracy; a commitment that demands critical consideration of normative practice, identifying and dismantling oppressive patterns, and angling teaching toward equity and social justice (Calabrese Barton, Tan, and Birmingham 2020; Zapata et al. 2019). Teacher education has a crucial role to play, since adopting translanguaging pedagogy requires a paradigmatic shift from common monolingually oriented approaches. Based on multi-year work with inservice teachers at a U.S. university, the chapter explores efforts to help inservice teachers develop their translanguaging repertoires and envision and implement translanguaging practices in their teaching. This involved supported, interconnected critical examinations of normalized practices in the teachers’ professional contexts built around the notion of reseeing: re-seeing bilingualism and “English Learners,” as well as one’s own teaching and instructional contexts. These examinations were identified as promising in elucidating patterns of injustice against linguistically minoritized students and in supporting the conception of more socially just alternatives. Also promising were guided curricular re-envisionments. However, shifts toward translanguaging- informed teaching can be frustrated by systemic resistance as well as by deeply rooted monolingual ideologies that may undercut teachers’ best intentions to adopt translanguaging practices.
Kapitel in diesem Buch
- 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
Kapitel in diesem Buch
- 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
