Teaching For Justice: Introducing Translanguaging in an Undergraduate TESOL Course

Journal of Language and Education, 2018, 4(3), 77-87. doi: 10.17323/2411-7390-2018-4-3-77-87

11 Pages Posted: 5 Jun 2019

See all articles by Elizabeth Robinson

Elizabeth Robinson

Suffolk University

Zhongfeng Tian

Boston College

Tiffany Martínez

Columbia University

Aybahar Qarqeen

Suffolk University

Date Written: September 30, 2018

Abstract

This study investigates how introducing translanguaging as a way to affirm language and culture impacted students’ understandings of learning and teaching in a TESOL certificate course offered at a university in the northeast of the United States. As researchers, teachers, and students committed to justice, we explored the impact of introducing translanguaging in a course that was originally designed as a Sheltered English Immersion (SEI) course through collaborative, qualitative approaches of thematic analysis and macro- and micro-level analyses of power based on our unique individual experiences in the classroom. We found across our analysis that introducing translanguaging provided opportunities to shift assumptions and that, overall, students demonstrated critical sociocultural understandings of language that are foundational in teaching for justice. Ultimately, while we recognize the need for more explicit discussion about the purpose and pedagogy of translanguaging, the shifts towards teaching and embracing multilingual and multicultural realities through translanguaging which the study identified can contribute to the field of language education by demonstrating how teachers might open up possibilities in teaching for justice.

Keywords: translanguaging, justice, TESOL, teacher preparation, collaborative research, language teaching and learning

Suggested Citation

Robinson, Elizabeth and Tian, Zhongfeng and Martínez, Tiffany and Qarqeen, Aybahar, Teaching For Justice: Introducing Translanguaging in an Undergraduate TESOL Course (September 30, 2018). Journal of Language and Education, 2018, 4(3), 77-87. doi: 10.17323/2411-7390-2018-4-3-77-87. Available at SSRN: https://ssrn.com/abstract=3389820

Elizabeth Robinson (Contact Author)

Suffolk University ( email )

Boston, MA 02108
United States

Zhongfeng Tian

Boston College ( email )

140 Commonwealth Avenue
Chestnut Hill, MA 02467
United States

Tiffany Martínez

Columbia University ( email )

3022 Broadway
New York, NY 10027
United States

Aybahar Qarqeen

Suffolk University ( email )

Boston, MA 02108
United States

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