2022 Conference Archive
Copyright
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Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
One of the presenters has embedded translanguaging pedagogy in her Teaching English to Speakers of Other Languages (TESOL) courses for several semesters to increase teacher candidates’ pluralistic stance when working with multilingual students from immigrant backgrounds. Translanguaging honors all linguistic repertoires that multilingual learners bring to meaning construction. As TESOL course work often centers on students’ advancement of English skills without necessarily emphasizing multilingual development, she intentionally included activities and assignments related to translanguaging. In this presentation, we discuss how her teacher candidates responded to this pedagogy. The shared findings have implications for teaching and learning in teacher education courses.
Session Format
Presentation
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Angay-Crowder, Tuba; Choi, Jayoung; Shin, Ji Hye; and Khote, Nihal, "Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy" (2022). SoTL Commons Conference. 42.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/42
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
One of the presenters has embedded translanguaging pedagogy in her Teaching English to Speakers of Other Languages (TESOL) courses for several semesters to increase teacher candidates’ pluralistic stance when working with multilingual students from immigrant backgrounds. Translanguaging honors all linguistic repertoires that multilingual learners bring to meaning construction. As TESOL course work often centers on students’ advancement of English skills without necessarily emphasizing multilingual development, she intentionally included activities and assignments related to translanguaging. In this presentation, we discuss how her teacher candidates responded to this pedagogy. The shared findings have implications for teaching and learning in teacher education courses.
