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Journal of Language, Identity & Education Volume 21, 2022 - Issue 3: Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education
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Articles

Preparing Pre-Service Content Area Teachers Through Translanguaging

Zhongfeng Tiana The University of Texas at San AntonioCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0233-0284View further author information
ORCID Icon &
Qianqian Zhang-Wub Northeastern UniversityORCID Iconhttps://orcid.org/0000-0002-4393-0940View further author information
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Pages 144-159 | Published online: 03 Jun 2022

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Read on this site (2)

Qianqian Zhang-Wu & Zhongfeng Tian. (2023) Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges. Journal of Language, Identity & Education 22:4, pages 376-395.
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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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Articles from other publishers (2)

Ryan W Pontier & David Riera. (2022) Self-identified Spanish-speaking early childhood educators abriendo puertas for bilingualism through a care-based linguistic stewardship of Spanish. Contemporary Issues in Early Childhood, pages 146394912211377.
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Carlo Cinaglia & Peter I De Costa. (2022) Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators. RELC Journal 53:2, pages 452-459.
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