Dialogic Foundations of the “4-trans” Framework: Towards a Comprehensive and Dynamic Understanding of Multilingual Teacher Education

Authors

David Martinez-Prieto, The University of Texas Rio Grande ValleyFollow
Sandra I. Musanti, The University of Texas Rio Grande ValleyFollow
Xiaodi Zhou, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

4-29-2025

Abstract

In this article, we develop the “4-trans” framework by reflecting on the way current multilingual teacher preparation scholarship has addressed translanguaging, transnationalism, transculturality, and transdisciplinarity either in compartmentalized or integrative manners. While current literature has addressed some “trans” intersections, we propose the enunciation of the “4-trans” as permeable and complementary principles in multilingual education that can serve to better examine the experiences and challenges of multilingual pre-service teachers. To amalgamate the “4-trans” to examine the development of multilingual pre-service teachers, this article describes the construction of a multidimensional framework based on a dialogic conception of social mediation, heteroglossia, and critical consciousness.

Comments

Copyright (c) 2025 International Journal of Multicultural Education.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Recommended Citation

Martínez-Prieto, D., Musanti, S., & Zhou, X. (2025). Dialogic Foundations of the “4-trans” Framework: Towards a Comprehensive and Dynamic Understanding of Multilingual Teacher Education. International Journal of Multicultural Education, 27(1), 6–28. https://doi.org/10.18251/ijme.v27i1.4859

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

International Journal of Multicultural Education

DOI

10.18251/ijme.v27i1.4859