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




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


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.

  • 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.


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Yuan & Lee (2024)






Original Research

How to Cite

Yuan, Y., & Lee, J. S. (2024). Mandarin/English dual language immersion teachers’ understanding of translanguaging pedagogy. Journal of Language Teaching, 4(2), 28-37.

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