Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey

ABSTRACT

Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators from fully achieving the transformative potential of translanguaging pedagogy. In this collaborative inquiry, we contribute to this limited scholarship by exploring the potential and challenges of implementing a translanguaging pedagogy in an ethno-linguistically diverse yet monolingual Turkish elementary school “hosting” Syrian refugees in a post-coup Turkey during a state of emergency. Drawing on a series of individual and joint interviews with two bilingual teachers and co-created lesson plans over a semester, we demonstrate how teachers used translanguaging to raise metalinguistic awareness, support academic learning, build rapport, and promote empathy among local and refugee students in their classrooms. We also discuss ecological constraints on a sustainable translanguaging pedagogy, including refugee students’ negative reactions to Arabic at school, impediments to parental involvement, the stigma around Kurdish, and the political climate in Turkey after the 2016 coup attempt.

KEYWORDS:

• Translanguaging pedagogy
• Syrian refugees
• collaborative inquiry
• post-coup Turkey
• ethno-nationalist conflicts

Acknowledgments

We would like to thank the participant teachers for trusting us and bravely undertaking this exploration together with us. We also thank Dr. Lourdes Ortega, Dr. Gail L. Boldt, and anonymous reviewers for their comments on the earlier drafts of this manuscript. All remaining errors are our own.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.