"Why Needs Hiding?" Translingual (Re)Orientations in TESOL Teacher Education

• Published in: Research in the teaching of English Vol. 51; no. 4; pp. 441 - 463
• Main Authors: Flores, Nelson, Aneja, Geeta
• Format: Journal Article
• Language: English
• Published: Urbana National Council of Teachers of English 01.05.2017
• Subjects: Beginning Teachers; Educational Strategies; English as a second language teaching methods; English language; English teachers; Language Acquisition; Language dominance; Language ideologies; Language Proficiency; Linguistics; Literacy; Native Speakers; Negotiation; Nonnative-speaking teachers; Preservice Teachers; Second language teachers; Student teachers; Students; Teacher education; Teacher Educators; Teaching; Teaching Methods; TESOL; New York; United States > US
• ISSN: 0034-527X; 1943-2348
• DOI: 10.58680/rte201729120

Though applied linguists have critiqued the concept of the native speaker for decades, it continues to dominate the TESOL profession in ways that marginalize nonnative English-speaking teachers. In this article, we describe a naturalistic study of literacy negotiations in a course that we taught as part of the required sequence for a TESOL teacher education program. The course had the explicit goals of (a) supporting preservice teachers, many of whom are nonnative English speakers, in challenging these native-speaker ideologies, and (b) introducing preservice teachers to translingualism as a framework for challenging these ideologies with their own students. We focus on one of the culminating projects, in which students developed their own projects that enacted the new understanding of language associated with translingualism. By looking closely at the journey of three students through this project, we shed light on the possibilities and challenges of bringing a translingual perspective into TESOL teacher education, as well as the possibilities and challenges confronted by preservice TESOL teachers who are nonnative English speakers in incorporating a translingual perspective into their own teaching. These case studies indicate that providing nonnative English teachers with opportunities to engage in translingual projects can support them both in developing more positive conceptualizations of their identities as multilingual teachers and in developing pedagogical approaches for students that build on their home language practices in ways that challenge dominant language ideologies.