Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation

Authors

Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow

Document Type

Book Chapter

Publication Date

2023

Abstract

Informed by recent explorations on translanguaging practices in higher education and teacher education, this self-case study explores how a bilingual teacher educator, teaching bilingual teacher preparation courses in Spanish at a Hispanic-serving institution on the US-Mexico border embraces a translanguaging stance to leverage teacher candidates’ bilingualism while preparing them to produce and use academic and professional forms of Spanish discourse for teaching. Findings illustrate how a bilingual teacher educator purposefully embeds translanguaging moves to leverage bilingual teacher candidates’ bilingualism to develop a linguistically inclusive bilingual teacher candidates’ repertoire of practice. In addition, the study shows how candidates’ evolving understanding of linguistic inclusiveness situates them in a continuum from a monolingual to a more dynamic vision of bilingualism and language use in the classroom. Implications of a translanguaging practice-based approach for a socially just pedagogy in bilingual teacher preparation are identified.

Comments

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Recommended Citation

Musanti, S. (2023). Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation. In Z. Tian & N. King (Ed.), Developing Translanguaging Repertoires in Critical Teacher Education (pp. 11-34). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110735604-002

Publication Title

Developing Translanguaging Repertoires in Critical Teacher Education

DOI

https://doi.org/10.1515/9783110735604-002