Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences

ABSTRACT

This study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages, a scaffold for participation, and a sign of students’ linguistic expertise and understandings of content. Findings also suggest, however, that PST discourse evidenced ideologies of translanguaging as transgressive of language policies and norms. The study concludes with recommendations for supporting PSTs in clinical experiences through attention to curricular and dynamic approaches to translanguaging, as well as specific attention to language ideologies.

Additional information

Notes on contributors

Mark B. Pacheco

Mark B. Pacheco is an Assistant Professor of ESOL and Bilingual Education at the University of Florida.

Hyun-Sook Kang

Hyun-Sook Kang is a Teaching Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign.

Ellis Hurd

Ellis Hurd is Professor of Middle Level and Bilingual Education at Illinois State University.