Teachers Inquiring into Translanguaging and Multimodal Pedagogies: Emerging Creative and Critical Entanglements during Transnational Professional Development

Autor/inn/en	Medina Riveros, Rosa Alejandra; Jose Botelho, Maria; Austin, Theresa; Parra Pérez, Diana Angélica
Titel	Teachers Inquiring into Translanguaging and Multimodal Pedagogies: Emerging Creative and Critical Entanglements during Transnational Professional Development
Quelle	In: Pedagogies: An International Journal, 17 (2022) 4, S.323-347 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Medina Riveros, Rosa Alejandra) ORCID (Jose Botelho, Maria) ORCID (Austin, Theresa) ORCID (Parra Pérez, Diana Angélica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2022.2139259
Schlagwörter	Translation; Code Switching (Language); Learning Modalities; Faculty Development; Language Usage; Teacher Attitudes; Language Teachers; English (Second Language); Teacher Collaboration; Barriers; Foreign Countries; College Faculty; Resources; Vignettes; Spanish; United States; Colombia + Suchen Sie Ihr Suchwort? Lernumgebung; Sprachgebrauch; Lehrerverhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerkooperation; Ausland; Fakultät; Betriebsmittel; Hilfsmittel; Spanisch; USA; Kolumbien
Abstract	Our reflexive study responds to the need for learning about translanguaging and multimodality as entangled pedagogies in non-English-dominant contexts from teachers' perspectives. This conceptual-empirical article re-examines a yearlong ethnographic study which traced how a community of seven in-service English language teachers in Colombia and the United States collaborated online and in person to make sense of and use translanguaging and multimodal pedagogies innovatively. Drawing on the notion of entanglements (assemblages of interconnections, events, people, practices, and resources that reveal tensions and translanguaging and multimodalities), we conceptualize them as enmeshed with social contexts. We ask, "What entanglements emerge when teachers implement translanguaging and multimodal pedagogies to enrich their practice in a context with inequitable access? Data sources include bilingual interviews, fieldnotes, and teacher-produced multimodal texts. We use dialogic reflexivity and vignettes to discuss teachers' creation of new entanglements of translanguaging and multimodal pedagogies within the constraints of their setting. Emerging insights include: (1) awareness of unequal access; (2) critical use of multimodalities and translanguaging for advocacy; (3) understandings of translanguaging and multimodalities for equitable access; and (4) and translanguaging and multimodal pedagogies as creative, dynamic, contextual and practical entanglements. These entangled pedagogies enabled teachers' creativity and criticallity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01