Bilingual and Literacy Studies Faculty Publications
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.
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
Comments
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