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Implementing Translanguaging in an E...

Wong, Wales,

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Implementing Translanguaging in an English as a Second Language Continuing Education Program: A Multiple Case Study on Teachers' Perspectives and Challenges /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing Translanguaging in an English as a Second Language Continuing Education Program: A Multiple Case Study on Teachers' Perspectives and Challenges // Wales Wong.
Author:	Wong, Wales,
Description:	1 electronic resource (322 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30990465
ISBN:	9798342742702

Implementing Translanguaging in an English as a Second Language Continuing Education Program: A Multiple Case Study on Teachers' Perspectives and Challenges /
Wong, Wales,

Implementing Translanguaging in an English as a Second Language Continuing Education Program: A Multiple Case Study on Teachers' Perspectives and Challenges /Wales Wong. - 1 electronic resource (322 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

English as a Second Language teachers are tasked with creating an environment conducive to academic achievement and English language growth. Over the past decade, language education has transitioned from conventional monolingual approaches that stress the separation of languages to the adoption of translanguaging. Translanguaging promotes the inclusion of students' languages in the classroom while facilitating language and subject learning.However, during the COVID-19 pandemic, while pedagogy needed to be adapted to online environments, the constraints of online teaching, coupled with limitations on time for preparation, restricted the possibilities for adopting a translanguaging pedagogical approach. Nevertheless, the exceptional circumstances in which my research took place revealed the obstacles and potential to enact an innovative pedagogy in times of crisis.The multiple case study focused on implementing a translanguaging approach within a continuing education program in Ontario, Canada. The objective was to uncover teachers' stances and understanding of translanguaging, demonstrated in their teaching practices, along with students' responses to these practices. Informed by collaborative action research, I worked with each teacher to design a course plan based on a translanguaging approach and I provided individualized support as they implemented strategies and resources for their adult learners. To analyze the findings, I integrated translanguaging theory (Garcia & Li, 2014) and Kumaravadivelu's (2012) Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS) model. This modular model served as a lens to analyze participants' experiences with translanguaging and a framework for proposing a translanguaging pedagogy within a Thirdspace context (Soja, 1996).The teachers exhibited an openness to the approach while also highlighting the challenges unique to their teaching context. Their motivation primarily centered on helping students preserve their languages and providing scaffolding to facilitate their learning. However, their nuanced orientations toward translanguaging were distinctly shaped by their experiences in language learning and teacher training. Most importantly, the teacher and researcher established a synergistic collaboration motivated by the transformative nature of the professional development process.In conclusion, the results underscore the significance of tailored professional development to equip teachers with the knowledge and skills required for intentionally including an innovative pedagogical approach, like translanguaging, into adult education settings.

English

ISBN: 9798342742702Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Teacher professional development

Implementing Translanguaging in an English as a Second Language Continuing Education Program: A Multiple Case Study on Teachers' Perspectives and Challenges /
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