While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
Inference-making is integral to reading comprehension, defined as information ‘retrieved or gener... more Inference-making is integral to reading comprehension, defined as information ‘retrieved or generated during reading to fill in information left implicit in a text’. However, there are few studies regarding the inferencing of young emergent multilinguals that account for multilingualism and culture, attend to the learning processes influenced by classroom instruction and interaction, and utilize qualitative methods to explore the multifaceted process of inferencing. This study explores classroom instances in which two second-grade emergent multilinguals encountered difficulties with inference-making, specifically when their first language or background knowledge was not accessed to support inference-making. Framing their difficulties as missed opportunities for learning, this study considers first language integration and multilingual pedagogies as ways to enrich learning. Findings revealed that inference-making was highly contextual, differing from text-to-text. Learners were able ...
While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivit... more While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.
Inference-making is integral to reading comprehension, defined as information ‘retrieved or gener... more Inference-making is integral to reading comprehension, defined as information ‘retrieved or generated during reading to fill in information left implicit in a text’. However, there are few studies regarding the inferencing of young emergent multilinguals that account for multilingualism and culture, attend to the learning processes influenced by classroom instruction and interaction, and utilize qualitative methods to explore the multifaceted process of inferencing. This study explores classroom instances in which two second-grade emergent multilinguals encountered difficulties with inference-making, specifically when their first language or background knowledge was not accessed to support inference-making. Framing their difficulties as missed opportunities for learning, this study considers first language integration and multilingual pedagogies as ways to enrich learning. Findings revealed that inference-making was highly contextual, differing from text-to-text. Learners were able ...
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