Acceso usuarios
Wayne E. Wright
The articles largely focused on current and future teachers as agents for enacting translanguaging as a pedagogy of hope, with three of the articles (Tian and Lau, Ponzio and Deroo, and Prada) specifically focused on the transformations in what García, Johnson, and Seltzer (Citation2016) would describe as translanguaging stances, shifts, and designs. In each case, there are clear shifts from ignorance and resistance to varying degrees of acceptance. Tian and Lau’s participant – a native-Chinese third grade immersion teacher deeply concerned about protecting space for Chinese language instruction – really grappled with the concept but was willing to negotiate with Tian as a collaborator and experiment with translanguaging pedagogies. Prada described his participant – a recent immigrant and well-educated language teacher from Latin America – moving from strong ideologies of linguistic purism to embracing translanguaging pedagogy through a process of ‘small epiphanies’ and an overall ‘critical awakening or despertar crítico’. The largely monolingual-English teacher education students in Ponzio and Deroo’s study went through a multimodal entextualization cycle (MEC) with carefully planned tasks that supported their growing understandings of translanguaging as theory and pedagogy.
