Embracing a Translanguaging Stance and Redefining Teacher Preparation Practices in a Hispanic-Serving Institution

Authors

Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow
Alyssa G. Cavazos, The University of Texas Rio Grande ValleyFollow
Alma D. Rodríguez, The University of Texas Rio Grande ValleyFollow

Document Type

Book Chapter

Publication Date

2-2020

Abstract

This chapter explores the impact translanguaging pedagogies have on preservice teachers’ translingual dispositions. It examines preservice teachers’ translingual dispositions in two undergraduate courses at our institution: one in the bilingual education teacher preparation program and one in the English Language Arts teacher preparation program. Traditionally, language learning has been divorced from the learning of teaching, and learning about the role of language in teaching and learning has been restricted to the preparation of English as a second language or bilingual education teachers. O. Garcia and L. Wei remind us that “translanguaging is the discursive norm in bilingual families and communities”. This means that teachers need to understand translanguaging practices as part of the linguistic repertoire of their students. All faculty across disciplines who collaborate with the College of Education in the preparation of teachers in an Hispanic-Serving Institution should embrace openness to language diversity and a translanguaging stance.

Comments

Copyright 2020 Taylor & Francis. Not Open Access.

Recommended Citation

Musanti, S. I., Cavazos, A. G., & Rodríguez, A. D. (2020). Embracing a translanguaging stance and redefining teacher preparation practices in a Hispanic-Serving Institution. In Teacher Education at Hispanic-Serving Institutions (pp. 69-87). Routledge. https://doi.org/10.4324/9780429198564-6

Publication Title

Teacher Education at Hispanic-Serving Institutions