Two Language Books: The Power and Possibilities of Leveraging Multilingual Texts for Critical Translanguaging Pedagogy

Authors

  • Kelly Hill University of Alabama at Birmingham
  • Jennifer M. Ponder University of Alabama at Birmingham
  • Jennifer Summerlin University of Alabama at Birmingham
  • Paulette Evans University of Alabama at Birmingham

DOI:

https://doi.org/10.33423/jhetp.v20i12.3791

Keywords:

Higher Education, Two Language Books, Multilingual, Critical Translanguaging Pedagogy, Emergent Bilinguals

Abstract

The number of Emergent Bilinguals (EBs) in U.S. schools increases each year, yet mainstream teachers remain predominantly white and monolingual and receive little training for teaching this population. Additionally, many states mandate harmful “English-only” policies that perpetuate the systemic institutional oppression of minorities. In contrast, translanguaging theory promotes linguistic inclusivity and calls for repositioning EBs as competent multilinugal users. Translanguaging pedagogy can promote more socially-just educational environments and opportunities for EBs. Drawing from critical theory and critical pedagogy, this multiple-case study aimed to understand early childhood teachers’ experiences and perceptions of implementing translanguaging pedagogy in writing.

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Published

2020-12-10

How to Cite

Hill, K., Ponder, J. M., Summerlin, J., & Evans, P. (2020). Two Language Books: The Power and Possibilities of Leveraging Multilingual Texts for Critical Translanguaging Pedagogy. Journal of Higher Education Theory and Practice, 20(12). https://doi.org/10.33423/jhetp.v20i12.3791

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Section

Articles