Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators
Location
Session 4 Presentations - Linguistic & Ethnic Diversity
Proposal Track
Research Project
Session Format
Presentation
Abstract
Drawing on the theoretical framework of language ideologies, I offer the possibility of using the linguistic knowledge and experiences of immigrant/transnational teacher educators that could provide criticality and depth in the scholarship of teacher education and multilingualism. Such disruptions and (re)envisioning are crucial as transnational Asian teacher educators are often scrutinized and criticized for their English proficiency. However, through my paper, I argue that coming from a diverse linguistic landscape, Asians have a rich linguistic repertoire and language backgrounds that they bring along with them into the classrooms. Their rich linguistic knowledge is undervalued in educational institutions that are still dictated by monolingual assumptions and ‘eliteness attached with the English language. This paper provides alternative ways of looking and understanding the world and acknowledges that there are multiple realities and truths. Through my paper, I will question notions about ‘standard’ and ‘dominant’ languages in the complex sociopolitical context of the US and discuss how the current understandings and implementation of multilingualism are perpetuating cultural erasures. Implications for research and practice in teacher education in dynamic multilingual societies will be discussed.
Keywords
transnational, teacher educator, Asian, language ideologies, multilingualism
Professional Bio
Anuja Sarda is a fifth-year Ph.D. Candidate in the Department of Educational Theory and Practice at the University of Georgia, USA. She is also a certified elementary teacher and has taught for some years in private schools in New Delhi. She completed her Bachelor in Elementary Education from Jesus and Mary College, New Delhi, and master’s from Tata Institute of Social Sciences, Mumbai. Her research interests are teacher education, multilingual education, language ideologies, and Translanguaging pedagogy.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Sarda, Anuja, "Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators" (2021). Georgia Educational Research Association Conference. 65.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/65
Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators
Session 4 Presentations - Linguistic & Ethnic Diversity
Drawing on the theoretical framework of language ideologies, I offer the possibility of using the linguistic knowledge and experiences of immigrant/transnational teacher educators that could provide criticality and depth in the scholarship of teacher education and multilingualism. Such disruptions and (re)envisioning are crucial as transnational Asian teacher educators are often scrutinized and criticized for their English proficiency. However, through my paper, I argue that coming from a diverse linguistic landscape, Asians have a rich linguistic repertoire and language backgrounds that they bring along with them into the classrooms. Their rich linguistic knowledge is undervalued in educational institutions that are still dictated by monolingual assumptions and ‘eliteness attached with the English language. This paper provides alternative ways of looking and understanding the world and acknowledges that there are multiple realities and truths. Through my paper, I will question notions about ‘standard’ and ‘dominant’ languages in the complex sociopolitical context of the US and discuss how the current understandings and implementation of multilingualism are perpetuating cultural erasures. Implications for research and practice in teacher education in dynamic multilingual societies will be discussed.
