ERIC Number: EJ1130510
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Translanguaging in Bilingual Teacher Preparation: Exploring Pre-Service Bilingual Teachers' Academic Writing
Musanti, Sandra I.; Rodríguez, Alma D.
Bilingual Research Journal, v40 n1 p38-54 2017
Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that Latina pre-service bilingual teachers creatively leveraged their Spanish and English linguistic repertoire to produce meaningful Spanish writing. Moreover, pre-service teachers created translanguaging spaces through writing in multiple ways, showing the potential of translanguaging as a practice in action and a pedagogical tool to defy the monolingual tradition prevailing in bilingual teacher preparation.
Descriptors: Bilingual Teachers, Bilingual Education, Teacher Education, Academic Discourse, Writing (Composition), Hispanic American Students, Code Switching (Language), Spanish, English (Second Language), Teaching Methods, Qualitative Research, Case Studies, Preservice Teachers, Observation, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A