Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences

Mark B. Pacheco, Hyun-Sook Kang, Ellis Hurd

Research output: Contribution to journalArticle

Abstract

This study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages, a scaffold for participation, and a sign of students’ linguistic expertise and understandings of content. Findings also suggest, however, that PST discourse evidenced ideologies of translanguaging as transgressive of language policies and norms. The study concludes with recommendations for supporting PSTs in clinical experiences through attention to curricular and dynamic approaches to translanguaging, as well as specific attention to language ideologies.

Original languageEnglish (US)
Pages (from-to)194-213
Number of pages20
JournalBilingual Research Journal
Volume42
Issue number2
DOIs
StatePublished - Apr 3 2019

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Ideologies
Teaching
teacher
language
experience
student
bilingual education
discourse
language policy
phenomenology
expertise
Language Ideology
Pre-service Teachers
linguistics
classroom
participation
Ideology
Discourse

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Scaffolds, signs, and bridges : Language ideologies and translanguaging in student-teaching experiences. / Pacheco, Mark B.; Kang, Hyun-Sook; Hurd, Ellis.

In: Bilingual Research Journal, Vol. 42, No. 2, 03.04.2019, p. 194-213.

Research output: Contribution to journalArticle

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