Bilingual Elementary Teachers' Thoughts and Perceptions on Translanguaging Reflexiones y percepciones de los/as/es maestros/as/es bilingües de primaria sobre el translenguaje

Abstract

In recent years, the literature on translanguaging, the dynamic language use of bi/multilingual people, has grown to show its positive impact on bi/multilingual students' learning. The literature indicates that the rigid separationist structures of bilingual dual language programs contradict the lived realities of bi/multilingual individuals. Additionally, translanguaging pedagogies and English-only standardized tests are at odds with each other, as the former depends upon the use of the full linguistic repertoire of students while the latter focuses strictly on the English language. Consequently, scholars started to focus more on the role teachers play within this ecosystem. Elementary teachers have the agency to foster translanguaging pedagogies in their classrooms, which can have a big impact on their students. The bilingual population is growing in the United States, and Texas is a prime example. I interviewed bilingual elementary teachers in public and private schools in Texas to understand what role translanguaging plays in the classroom. My study further opens the conversation on what is happening in schools and how we can support teachers for more equitable bilingual programs for all students. Bilingual teachers are committed to their students and believe in the power of bi/multilingualism. They highlight that translanguaging can support their students but needs to be intentional and strategic to truly foster bi/multilingualism. Therefore, in collaboration with teachers and based on literature, I created a compilation of resources and strategies to support their teaching with a translanguaging stance that I hope to share.