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International Journal of Bilingual Education and Bilingualism Volume 26, 2023 - Issue 8: Translanguaging: a pedagogy of heteroglossic hope. Guest editors: Sabrina F. Sembiante and Zhongfeng Tian
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Articles

Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle

Christina M. Ponzioa Michigan State University, East LansingCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9791-5009View further author information
ORCID Icon &
Matthew R. Deroob Department of Teaching and Learning, University of Miami, Coral Gables, FL, United States of AmericaORCID Iconhttps://orcid.org/0000-0002-1024-4311View further author information
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Pages 975-991 | Received 02 Jun 2020, Accepted 14 May 2021, Published online: 28 May 2021

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Read on this site (8)

Sabrina F. Sembiante & Zhongfeng Tian. (2023) Translanguaging: a pedagogy of heteroglossic hope. International Journal of Bilingual Education and Bilingualism 26:8, pages 919-923.
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Chiu-Yin (Cathy) Wong. (2023) ‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities. Language and Education 0:0, pages 1-20.
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Ester de Jong & Jiameng Gao. (2023) Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education. International Journal of Bilingual Education and Bilingualism 26:4, pages 472-482.
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Büşra Müge Özdil & Naciye Kunt. (2023) Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment. Journal of Language, Identity & Education 0:0, pages 1-14.
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Brady L. Nash, Heather Dunham, Jessica Murdter-Atkinson & Melissa Mosley Wetzel. (2023) A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education. Literacy Research and Instruction 0:0, pages 1-25.
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Rosa Alejandra Medina Riveros, Maria José Botelho, Theresa Austin & Diana Angélica Parra Pérez. (2022) Teachers inquiring into translanguaging and multimodal pedagogies: emerging creative and critical entanglements during transnational professional development. Pedagogies: An International Journal 17:4, pages 323-347.
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Matthew R. Deroo. (2022) Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching. International Multilingual Research Journal 16:3, pages 227-236.
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Matthew R. Deroo, Ryan W. Pontier & Zhongfeng Tian. (2022) Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course. Journal of Language, Identity & Education 21:3, pages 160-173.
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Articles from other publishers (5)

Tuba Angay-Crowder, Jayoung Choi, Nihal Khote & Ji Hye Shin. 2023. Handbook of Multilingual TESOL in Practice. Handbook of Multilingual TESOL in Practice 445 460 .
Scott E. Grapin. (2022) “I relate everything in my life to music”: How music pre-service teachers make sense of and envision using English language development standards. Linguistics and Education 71, pages 101081.
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Mayez Almayez. (2022) Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Lianjiang Jiang, Michelle Mingyue Gu & Fan Fang. (2022) Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review 0:0.
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Josh Prada. (2022) Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final. Languages 7:1, pages 70.
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