Translanguaging Pedagogies in Elementary Classrooms: Widening Possibilities with Long-Term Teacher-Researcher Collaboration
Wednesday, April 14, 2021
Noon–1 p.m. (Central Time)
Translanguaging pedagogies demand resistance to the monolingual subjectivities inherent in school systems, yet there are several ideological, ecological, and practical obstacles in implementation (Allard, 2017). As such, teacher-researcher collaboration is one way to push-back and create sustainable change (Tian & Shepard-Carey, 2020). While a growing number of studies surrounding translanguaging pedagogies have utilized collaborative approaches, few studies have interrogated these approaches in detail. As such this study elucidates how relational dynamics, ecological structures, history, and power shaped collaborative processes and possibilities surrounding translanguaging pedagogies in a linguistically- and culturally-diverse second grade classroom. Drawing on ethnographic methods in connection to a larger multi-year participatory design research study (Bang & Vossoughi, 2016), this study further explores the role of collaboration in developing translanguaging pedagogies with my research partner, Ms. Hassan. Qualitative thematic analysis demonstrated several emergent findings: (a) that the teacher perceived that long-term collaboration not only strengthened students’ multilingual identities and learning processes, (b) facilitated transformative change in ideologies surrounding multilingualism and, (b) further inspired critical thinking and resistance to school norms and policies. I will conclude the presentation with discussion of implications for research and teaching.
Presenter: Leah Shepard-Carey is a Ph.D. in Second Language Education at the University of Minnesota. As a former public school educator, her research focuses on fostering multilingualism and multilingual literacy practices in early childhood and elementary English-medium classrooms.