Enabling the uptake of translanguaging through the development of an arts-based framework in Teacher Activity Groups

Abstract

What happens when a complex concept such as translanguaging travels widely and begins to permeate language education at scale? To understand the uptake and transformative potential of translanguaging pedagogy, we implemented a longitudinal large-scale project based on Teacher Activity Groups (TAGs) with primary and lower secondary school teachers in Việt Nam. Unlike literature that explores translanguaging pedagogy as part of small-scale and short-term interventions, we developed an arts-based framework to enable teachers to engage with translanguaging at their own pace, to familiarise themselves with this new concept and to implement changes in alignment with their local circumstances. Using analytical abduction, we present the framework and provide examples from teacher portfolios and feedback. Our approach indicates that, when implemented at scale, new concepts such as translanguaging require that teachers have enough space to understand and work with these complex concepts. The arts-based framework that we developed made this space possible: it offered scaffolding and support for teachers to move towards rather than fully adopt or reject a translanguaging pedagogy. The framework serves as a generative example for language education stakeholders who aim to implement pedagogical change through professional learning projects that respond to teachers’ needs and adapt to their complex circumstances.

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