Examining Teacher Candidates' Pedagogical Practices and Stances towards Translanguaging and Multimodality in Writing

Y

33

Preservice Teachers; Code Switching (Language); Translation; Multilingualism; Elementary Secondary Education; Writing Instruction; Foreign Countries; Pedagogical Content Knowledge; Teaching Methods; Inclusion; Scaffolding (Teaching Technique); Student Attitudes; Preservice Teacher Education

1481-868X
1920-1818

This study examines pre-service teacher candidates' (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners' writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language-Inclusive Teaching (PeCK-LIT) Test, and TCs' unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs' stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.

As Provided

2023

EJ1388369