Translanguaging in higher education in the US: leveraging students’ bilingualism

ABSTRACT

This case study explored how the translanguaging stance of two instructors from different disciplines was reflected in their course design, instructional decision-making, and interactions with students at a large Hispanic Serving Institution (HSI) in the state of Texas in the United States. The results of the study revealed that the instructors enacted a translanguaging stance in their syllabi and course design. The instructors used translanguaging pedagogies intentionally and purposefully in response to their students’ linguistic diversity, opening translanguaging spaces through their use of language for teaching. As a result, students’ bilingualism and biliteracy were promoted and leveraged to maximize their learning. The results of the study show how instructors in HSIs play a key role in the development of a linguistically inclusive approach to instruction in higher education.

Acknowledgments

The authors thank their graduate research assistants, Daniela Rodriguez and Caroline Hesse, for their contributions.

Disclosure statement

We have no conflicts of interest to disclose.

Additional information

Funding

This research received the support of an internal grant awarded by the 2017 Hispanic Serving Institution Special Interest Research Group Research Initiative, College of Education and P-16 Integration, The University of Texas Rio Grande Valley College of Education and P-16 Integration [This is a small internal grant, so there is no award ID].