Teachers’ misunderstandings about hybrid language use: Insights into teacher education

Salerno, April S.; Andrei, Elena; Kibler, Amanda K.

doi:10.1002/tesj.455

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…However, in reflecting upon students' sharing, we observed varying degrees of alignment and tensions between agreed upon tenets of translanguaging theory (discussed below) and students' writing above. While other literature has framed these differing alignments as misconceptions (Harper & de Jong, 2004;Salerno, Andrei, & Kibler, 2019), we highlight how writing in support of ongoing course readings and class discussion allowed TESOL graduate students to grapple with the theory and how their developing understandings aligned with, or not, commonly agreed upon tenets of translanguaging. Therefore, we are not tracing individual students' learning trajectories across the course; rather, we explore and highlight experiential factors contributing to teachers' tensions in taking up translanguaging theory and practice.…”

mentioning

confidence: 89%

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

Pontier

Deroo

2022

TESOL Quarterly

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This study highlights Masters-level TESOL students' meaning-making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (Garc ıa & Li, 2014) and reflective writing as a mechanism for supporting teacher learning (Hoover, 1994; Kelley 2006;Zeichner, 1987). Our inductive and deductive approach to analyze 12 students' 132 journal entries during a TESOL methods class showed developing understandings of translanguaging theory and pedagogy influenced by (a) experience with theories of bilingualism grounded in language separation as historically understood in TESOL, (b) tensions regarding the application of translanguaging theory to praxis (Li, 2017), and (c) tensions between language and testing within the context of neoliberalism (Zeichner, 2014) guiding language teaching and learning in the K-16 context. We conclude by providing suggestions to help teacher educators who engage in teacher language education to better support teacher-learning about translanguaging.

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confidence: 89%

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

Pontier

Deroo

2022

TESOL Quarterly

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“…It is incumbent on all, but particularly white, TCs to examine the ideologies that shape their perceptions of language-minoritized students and frame their approach to teaching English. However, awareness of language ideologies is not enough; educators must be pushed to integrate such awareness into their stances so that their misconceptions and biases can be addressed (Salerno, Andrei, & Kibler, 2019). What ideologies lie beneath the (mis)understandings of language-minoritized students' literacies that we glean from assessments?…”

Section: Descriptionmentioning

confidence: 99%

Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English

Seltzer

2022

TESOL Journal

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This article builds on García, Johnson, and Seltzer's (2017) concept of a translanguaging stance and lays out three of its interrelated elements—the personal, the political, and the pedagogical—that can position teachers of English to disrupt oppressive language ideologies. To move from an overemphasis on “practice” toward a focus on stance development requires that teacher preparation programs engage majority white, monolingual teacher candidates in critical reflection on how ideologies around being white and monolingual shape their perceptions of language‐minoritized students' languaging and literacies. This article offers practical approaches rooted both in theory and in collaborative research with a classroom English teacher to explore how teacher preparation programs can integrate self‐reflective, consciousness‐raising activities and projects into their coursework to encourage candidates to grapple with these three elements of their teaching stance.

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“…By contrast, teachers’ perceptions of the academic skills of EL students may be more negative in the area of language arts. Several studies have documented how students’ use of their home language and their use of code-switching practices are inaccurately interpreted by teachers as weaknesses in language arts and literacy skills (Escamilla, 2006; Salerno et al, 2019).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings

Umansky¹,

Dumont

2021

American Educational Research Journal

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Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers’ perceptions of students’ academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification.

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Teachers’ misunderstandings about hybrid language use: Insights into teacher education

Cited by 6 publications

References 9 publications

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times

Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English

English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings

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