Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization

• Published in: Foreign language annals Vol. 55; no. 4; pp. 1086 - 1108
• Main Author: Chang, Sharon
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.12.2022; American Council on the Teaching of Foreign Languages
• Subjects: Asian critical race theory; Asian Culture; Bilingual education; Bilingual Students; Bilingual Teachers; Bilingualism; Case studies; Chinese bilingual teachers; Chinese languages; Citizenship; Code Switching (Language); Critical race theory; Critical Theory; Cultural Background; Cultural Influences; Culturally Relevant Education; Educational Policy; Elementary schools; English (Second Language); English language; Equal Education; Ethnolinguistics; Foreign students; Ideology; Immigrant students; Institutionalization; language curricularization; Language ideologies; Language Teachers; Language Usage; Learning; Linguistics; Minority & ethnic groups; Native Language; Outcomes of Education; Pedagogy; Preservice Teachers; Race; Racial Attitudes; raciolinguistic ideology; Racism; Second Language Instruction; Second Language Learning; Sociolinguistics; Standardized Tests; Student teachers; Teacher Attitudes; Teacher Education Programs; Teacher Educators; Teachers; Teaching; Translanguaging; translanguaging pedagogy; Translation; United States > US
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12654

The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices. This qualitative case study of one teacher preparation program uses Asian critical race theory to examine Chinese bilingual preservice teachers' (N = 102) raciolinguistic ideology discourse in their reflections on using translanguaging pedagogy. Thematic analysis in daily logs, lesson reflection papers, and exit tickets indicated two contrasting findings: (1) When the exchange value for (White) English language is privileged, translanguaging pedagogy is used for differentiated translations and to seek affirmations shaped by raciolinguistic ideology. (2) When the use value for Chinese languages and cultures is prioritized, translanguaging pedagogy is used for culturally and linguistically sustaining practices as well as the elicitation of ethnolinguistic funds of knowledge among participants and their emergent bilinguals. This study argues that if and when translanguaging pedagogy is used critically, bilingual teachers can promote culturally and linguistically sustaining practices, mitigating issues of inequity in the process of (trans)language curricularization.