Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens

ABSTRACT

This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers’ (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all, they moved beyond these constraints. Findings highlight micro-, meso-, and macrolevel influences that constrained ISTs’ adoption of translanguaging and the productive ways they imagined addressing these limitations. Included are implications for how teacher education might support teachers in adopting a translanguaging stance.

Additional information

Notes on contributors

Matthew R. Deroo

Matthew R. Deroo is Assistant Professor of Digital Literacies for Multilingual Students at the University of Miami. His research interests include the social and cultural contexts of transnational immigrant youth, language education, critical, digital media literacies, and citizenship, civic engagement, and belonging.

Christina Ponzio

Christina Ponzio is a doctoral student in Curriculum, Instruction, and Teacher Education at Michigan State University. Her work follows two lines of inquiry: investigating how out-of-school summer programs foster belonging/investment among immigrant and refugee youth, and examining the intersection of identity, ideology and language practices among self-defined monolingual teachers.