Preparing Pre-Service Content Area Teachers through Translanguaging

Autor/inn/en	Tian, Zhongfeng; Zhang-Wu, Qianqian
Titel	Preparing Pre-Service Content Area Teachers through Translanguaging
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 3, S.144-159 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tian, Zhongfeng) ORCID (Zhang-Wu, Qianqian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2022.2058512
Schlagwörter	Preservice Teachers; Translation; Bilingualism; Code Switching (Language); Bilingual Education; Knowledge Level; Skill Development + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teachers' written coursework and exit interviews, and class observations. Using an inductive coding approach, we found that our content area teacher candidates developed a dynamic, holistic view to understand bilinguals' meaning-making practices. They also perceived students' home languages as a valuable resource that needs to be incorporated in general education classrooms to boost emergent bilinguals' academic learning and socioemotional well-being. In addition, all five participating teachers employed a variety of translanguaging strategies (e.g., grouping based on home languages and providing translations) in their content area lesson plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01