Mandarin/English dual language immersion teachers’ understanding of translanguaging pedagogy

Ye Yuan; Jin Sook Lee

doi:10.54475/jlt.2024.008

Authors

Ye Yuan University of California Santa Barbara https://orcid.org/0009-0000-8889-3912
Jin Sook Lee University of California Santa Barbara https://orcid.org/0000-0001-9812-4922

DOI:

https://doi.org/10.54475/jlt.2024.008

Keywords:

translanguaging pedagogy, Mandarin/English dual language immersion, bilingual education, teacher education

Abstract

Translanguaging pedagogy has gained wide recognition in the field of education as an effective approach to educate emerging bilinguals. This study examines how bilingual teachers understand and adopt this approach in Mandarin/English dual language immersion programs. Four elementary school teachers employed at three different Mandarin/English dual language immersion programs in California were interviewed in-depth about their perspectives on the use of translanguaging pedagogy and their translanguaging stance in their instruction. Guided by the constructs in the Translanguaging Allocation Policy model (Sánchez et al., 2018), the analysis revealed that teachers held an incomplete understanding of translanguaging pedagogy, largely due to a lack of understanding of the theoretical basis upon which translanguaging practices are built in varying teaching contexts. Thus, the teachers mostly resorted to translations as one of their main translanguaging pedagogical practices and saw it as a means to bridge understanding across two languages. In order to support the accessibility of translanguaging pedagogy to a broader range of practitioners, recommendations for professional development and teacher training as well as suggestions for the Translanguaging Allocation Policy model (Sánchez et al., 2018) are provided.

Author Biographies

Ye Yuan, University of California Santa Barbara

Ye Yuan (Corresponding Author) is a Ph.D. candidate with interdisciplinary emphases in Applied Linguistics and Language Education at the Gevirtz School of Education at the University of California Santa Barbara. Ye earned her B.A. in TCSOL from Beijing Language and Culture University in China, and her M.A. in TESOL from the University of Southern California. Currently, her research interests lie in bilingualism, second-language acquisition, heritage language maintenance, and the use of technology in language learning.
Email: yuan309@ucsb.edu
Jin Sook Lee, University of California Santa Barbara

Dr. Jin Sook Lee is a Professor in the Department of Education. She earned her doctoral degree from Stanford University. Prior to coming to UCSB in 2003, she was a faculty member in the Graduate School of Education at Rutgers, The State University of New Jersey. Her research focuses on how sociocultural variables influence language teaching and learning processes among English language learners, heritage language learners, and bilingual students.
Email: jinsooklee@ucsb.edu

References

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters.

Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2020). Biliteracy of African American and Latinx kindergarten students in a dual-language program: Understanding students’ translanguaging practices across informal assessments. Urban Education (Beverly Hills, Calif.), 55(3), 331–361. https://doi.org/10.1177/0042085918789743 DOI: https://doi.org/10.1177/0042085918789743

Center for Advanced Research on Language Acquisition (CARLA). (2021, Feburary 25). Frequently asked questions about immersion education. University of Minnesota. https://carla.umn.edu/immersion/FAQs.html

Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/S0267190514000233 DOI: https://doi.org/10.1017/S0267190514000233

Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. The Canadian Journal of Applied Linguistics, 10(2), 221-240.

Cummins, J. (2019). The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9, 19–36. https://research.library.fordham.edu/jmer/vol9/iss1/13

Daniel, S. M., Jiménez, R. T., Pray, L., & Pacheco, M. B. (2019). Scaffolding to make translanguaging a classroom norm. TESOL Journal, 10(1), e00361. https://doi.org/10.1002/tesj.361 DOI: https://doi.org/10.1002/tesj.361

de Jong, E. J. (2016). Two-way immersion for the next generation: Models, policies, and principles. International Multilingual Research Journal, 10, 6–16. DOI: https://doi.org/10.1080/19313152.2016.1118667

Deroo, M. R., Pontier, R. W., & Tian, Z. (2022). Engaging opportunities: A small moment’s reflexive inquiry of translanguaging in a graduate TESOL course. Journal of Language, Identity, and Education, 21(3), 160–173. https://doi.org/10.1080/15348458.2022.2058511 DOI: https://doi.org/10.1080/15348458.2022.2058511

Du, X. (2022). Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program. Applied Linguistics Review, 13(3), 345–357. https://doi.org/10.1515/applirev-2021-0019 DOI: https://doi.org/10.1515/applirev-2021-0019

España, C., & Yadira Herrera, L. (2021). En comunidad: Lessons for centering the voices and experiences of bilingual Latinx students. Heinemann.

Esquinca, A., Araujo, B., & de la Piedra, M. T. (2014). Meaning making and translanguaging in a two-way dual-language program on the U.S.-Mexico border. Bilingual Research Journal, 37(2), 164–181. https://doi.org/10.1080/15235882.2014.934970 DOI: https://doi.org/10.1080/15235882.2014.934970

Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92, 1–10. https://doi.org/10.1016/j.system.2020.102274 DOI: https://doi.org/10.1016/j.system.2020.102274

García-Mateus, S., Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity and Education, 16(4), 245–55. https://doi.org/10.1080/15348458.2017.1329016

García, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer (Eds.), Translanguaging: A CUNY-NYSIEB guide for educators. The Graduate Center, The City University of New York. https://www.cuny-nysieb.org/translanguaging-resources/translanguaging-guides/

García, O. & Lin, A. (2017). Translanguaging and bilingual education. In O. García, A. Lin, & S. May (Eds.), Bilingual education: Encyclopedia of language and education (Vol. 5, pp. 117-30). Springer. DOI: https://doi.org/10.1007/978-3-319-02258-1_9

García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: learning from classroom moments. Routledge. DOI: https://doi.org/10.4324/9781315695242

García, O., Johnson, S. I.& Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.

García, O., Seltzer, K., & Witt, D. (2017). Disrupting linguistic inequalities in U.S. urban classrooms: The role of translanguaging. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Maryns (Eds.), The multilingual edge of education (pp. 41-66). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54856-6_3 DOI: https://doi.org/10.1057/978-1-137-54856-6_3

Hamman-Ortiz, L. (2023) Cultivating a critical translanguaging space in dual language bilingual education. International Multilingual Research Journal, 18(2), 119-139. https://doi.org/10.1080/19313152.2023.2277101 DOI: https://doi.org/10.1080/19313152.2023.2277101

Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 32(1), 21-42. DOI: https://doi.org/10.1080/09500782.2017.1384006

Hornberger, N. H & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. https://doi.org/10.1080/13670050.2012.658016 DOI: https://doi.org/10.1080/13670050.2012.658016

Kaufhold, K. (2018). Creating translanguaging spaces in students’ academic writing practices. Linguistics and Education, 45, 1–9. DOI: https://doi.org/10.1016/j.linged.2018.02.001

Lang, N. W. (2019). Teachers’ translanguaging practices and “safe spaces” for adolescent newcomers: Toward alternative visions. Bilingual Research Journal, 42, 73–89. DOI: https://doi.org/10.1080/15235882.2018.1561550

LAUSD MMED (2021). Dual language education and world languages and cultures. https://achieve.lausd.net/cms/lib/CA01000043/Centricity/domain/22/announcements/2021-22%20DLE_WLC%20Directory.pdf

Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348-370. https://doi.org/10.1111/modl.12568 DOI: https://doi.org/10.1111/modl.12568

Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. https://doi.org/10.1093/applin/amx039 DOI: https://doi.org/10.1093/applin/amx039

Li, W. (2022). Translanguaging, multimodality, southern theory, and pedagogical possibilities. Pedagogies: An International Journal, 17(4), 408-412. https://doi.org/10.1080/1554480X.2022.2143090 DOI: https://doi.org/10.1080/1554480X.2022.2143090

Liaw M. J. J., Botelho, M. J., & Lau, S. M. C. (2023). Multilingual learning inside/outside the classroom: Insights from intra‐active events. The Reading Teacher, 77(2), 199-206. https://doi.org/10.1002/trtr.2237 DOI: https://doi.org/10.1002/trtr.2237

Mateus, S. G., & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245-255. https://doi.org/10.1080/15348458.2017.1329016 DOI: https://doi.org/10.1080/15348458.2017.1329016

Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103(Suppl. 1), 23-38. https://doi.org/10.1111/modl.12525 DOI: https://doi.org/10.1111/modl.12525

Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772. https://doi.org/10.1111/modl.12121 DOI: https://doi.org/10.1111/modl.12121

Palmer, D., & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latino/a bilingual children. Review of Research in Education, 37, 269-297. DOI: https://doi.org/10.3102/0091732X12463556

Ramírez, & Garza Ayala, A. (2021). Centering translanguaging in teacher education: Cultivando nuevos conocimientos de translenguaje en la educación de docentes bilingües. Association of Mexican American Educators Journal, 15(3), 4–10. https://doi.org/10.24974/amae.15.3.450 DOI: https://doi.org/10.24974/amae.15.3.450

Sánchez, M. T., García, O., & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37-51. DOI: https://doi.org/10.1080/15235882.2017.1405098

Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88. https://doi.org/10.1002/tesq.53 DOI: https://doi.org/10.1002/tesq.53

Somerville, J., & Faltis, C. (2019). Dual languaging as strategy and translanguaging as tactic in two-way dual language programs. Theory into Practice, 58(2), 164–175. https://doi.org/10.1080/00405841.2019.1569380 DOI: https://doi.org/10.1080/00405841.2019.1569380

Tian, Z. (2020). Faculty first: Promoting translanguaging in TESOL teacher education. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 215–236). Springer International Publishing. DOI: https://doi.org/10.1007/978-3-030-36983-5_10

Tian, Z. (2022). Challenging the “dual”: Designing translanguaging spaces in a Mandarin-English dual language bilingual education program. Journal of Multilingual and Multicultural Development, 43(6), 534–553. https://doi.org/10.1080/01434632.2022.2085732 DOI: https://doi.org/10.1080/01434632.2022.2085732

Tian, Z. & Lau, S. M. C. (2023). Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: Contextualised learning from teacher-researcher collaboration. International Journal of Bilingual Education and Bilingualism, 26(8), 960–974. https://doi.org/10.1080/13670050.2022.2161815 DOI: https://doi.org/10.1080/13670050.2022.2161815

Tian, Z., Aghai, L., Sayer, P., & Schissel, J. L. (Eds.) (2020). Envisioning TESOL through a translanguaging lens: Global perspectives. Springer. DOI: https://doi.org/10.1007/978-3-030-47031-9

Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6–23. https://doi.org/10.1080/15235882.2014.893270 DOI: https://doi.org/10.1080/15235882.2014.893270

Wang, D. (2019a). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism 22(2), 138–49. https://doi.org/10.1080/13670050.2016.1231773 DOI: https://doi.org/10.1080/13670050.2016.1231773

Wang, D. (2019b). Multilingualism and translanguaging in Chinese language classrooms. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-02529-8

Weise, E. (2019, June 16). The state of Mandarin immersion in the United States. Information for parents of kids in Mandarin immersion education. https://miparentscouncil.org/2019/06/16/the-state-of-mandarin-immersion-in-the-united-states-june-2019/

Weise, E. (2022, April 20). Mandarin immersion school list. Information for parents of kids in Mandarin immersion education. https://miparentscouncil.org/full-mandarin-immersion-school-list/

Williams, C. (1994). Arfarniad o dduliau dysgu ac addysgu yng nghyd-destun addysg uwchradd ddwyieithog [An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education] (Doctoral thesis, University of Wales, Bangor). Retrieved from http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385775

Williams, C. (2002). A language gained: A study of language immersion at 11–16 years of age. School of Education. https://www.bangor.ac.uk/education-and-human-development/publications/Language_Gained%20.pdf

Zheng, B. (2021). Translanguaging in a Chinese immersion classroom: An ecological examination of instructional discourses. International Journal of Bilingual Education and Bilingualism, 24(9), 1324–1339. https://doi.org/10.1080/13670050.2018.1561642 DOI: https://doi.org/10.1080/13670050.2018.1561642