Webinar: Paradigmatic Tensions in Translanguaging Theory

Webinar Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education

Journal of Language, Identity & Education, Volume 21, Issue 3 (2022) will be hosting a webinar on Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education on October 27, 2022 at 7:00 - 8:30 pm ET. Registration found here.

In an effort to help us better prepare pre-service teachers and provide professional development for in-service teachers to grapple with paradigmatic shifts in theory and pedagogy regarding working with emergent bilinguals, this special issue explores the study and use of translanguaging from university coursework to pre-service teacher clinical placements to in-service teacher development. These experiences in teacher education are presented through a focus on diversity of geography within the U.S., teacher backgrounds, subject area (i.e., TESOL/bilingual education and science education), and teacher education as both formal education and professional development.

Our webinar examines how teacher educators, pre- and in-service teachers take up translanguaging theory and practice in teacher education. We specifically unpack the dynamic and complex process in which they grapple with the paradigmatic tensions between traditional and contemporary SLA perspectives and approaches; discuss the opportunities and challenges as teachers construct and negotiate their translingual-oriented identities and experiment with translanguaging practices in lesson plans and real-life classrooms; and highlight different ways that facilitate teachers’ development of their translanguaging stance, design, and shifts.

Presenters:
Matthew R. Deroo
Caitlin Fine
Luz Yadira Herrera
Ryan W. Pontier
Zhongfeng Tian
Guadalupe Valdés
Qianqian Zhang-Wu