“Using Students’ L1 Would Become a Problem”: Practical Discrepancies and Ideological Challenges in Teacher candidates’ Translanguaging Pedagogy

Abstract

While previous studies have addressed shifts in teacher candidates’ (TCs) translanguaging stance and their pedagogical knowledge (PK), research in this area is still limited. Using a participatory research design, this study explored how a group of general education TCs implemented translanguaging and the underlying justifications for their practices. Data included lesson plans, reflections, and self-assessments. The findings indicate that although the TCs adopted an asset-based perspective in their reflections and self-assessments, their actual practices as revealed in the lesson plans reflected monolingual ideologies. Despite initial progress in understanding translanguaging, this discrepancy highlights the necessity of probing deeper into TCs’ translanguaging stances and language ideologies prior to focusing on pedagogical implementation. Our study suggests that to fully embrace the ideological and pedagogical shifts advocated by translanguaging, it is crucial to integrate translanguaging pedagogy throughout the teacher education program, including training for teacher educators who are not yet familiar with translanguaging.

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