Affordances, translanguaging and the international preservice teacher

Figures & data

Table 1. Participants and Placements.

Names (Pseudonyms)	Age/Grade of students
Tanya (Focal Participant)	8–9/3^rd
Kendra (Focal Participant)	8–9/3^rd
Kerri	5–6/Kindergarten
John/Jeb	11–12/6^th
Rose	7–8/2^nd
Terri/Jimmy	6–7/1^st
Linda	9–10/4^th
Anthony/Jose	9–10/4^th
Jackie	8–9/3^rd
Hannah	6–7/1^st
Amanda/Melanie	6–7/1^st

Participant and placement data.

Table

Weeks	Assignment	Type of assignment	Topic
1	Syllabus Review	NA	NA
2 and 3	Students write reactions Lippi-Green, Barrett, Cramer, and McGowan (2012) and de Jong (2013). They reflect on teaching and personal experiences related to language ideology.	Post to a chat board. Write approximately one page. Respond to a classmates’ response.	Language ideology and discourse
4	Students read Celic and Seltzer (2011) and chose a translanguaging strategy they hope to employ in their teaching.	Post to a chat board. Write approximately one page. Respond to a classmates’ response.	Strategies in translanguaging
5 and 6	Students read Uccelli and Phillips Galloway (2016). Discuss case studies of academic language and literacy	Post to a chat board. Write approximately one page. Respond to a classmates’ response.	Academic language
7 and 8	Collect multiple artefacts which demonstrate a student’s learning. Discuss how these are connected to assessment and/or instruction. Students are given multiple options for completing this assignment.	Written assignment which is accompanied by data collection of student work.	Analysis of learning.
7 and 8 (cont.)	Students reflect on their efforts at translanguaging in the classroom.	Post to a chat board. Write approximately one page. Respond to a classmates’ response.	Translanguaging
9	Spring break
10	Respond to a case study about a multilingual student.	Written assignment	The English only movement and multilingual students
11	Students compare and contrast readings by Keiffer and Thompson (2017) and Polat et al. (2016).	Post to a chat board. Write approximately one page. Respond to a classmates’ response.	Assessment
12 and 13	Writing lesson plans and conducting a lesson	Written assignment and practice teaching	Lesson planning
14 and 15	Written reflection of teaching experience	Written essay.	Reflection on teaching.

Lippi-Green, R. (2012). English with an accent: Language, ideology and discrimination in the United States. Routledge.

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de Jong, E. J. (2013). Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88(1), 98–111. doi:10.1080/0161956x.2013.752310

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Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. Translanguaging guides. Retrieved December 14, 2022, from https://www.cuny-nysieb.org/translanguaging-resources/translanguaging-guides

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Uccelli, P., & Phillips Galloway, E. (2016). Academic language across content areas: Lessons from an innovative assessment and from students’ reflections about language. Journal of Adolescent & Adult Literacy, 60(4), 395–404. doi:10.1002/jaal.553

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Thompson, K. D. (2017). English learners’ time to reclassification: An analysis. Educational Policy, 31(3), 330–363.

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Polat, N., Zarecky-Hodge, A., & Schreiber, J. B. (2016). Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests. The Journal of Educational Research, 109(5), 541–553. doi:10.1080/00220671.2014.993461.

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