Developing Translanguaging Repertoires in Critical Teacher Education

Translanguaging has grown as a field since seminal work by Ofelia García (2009), with many researchers and teachers in language education looking for ways to integrate translanguaging into their work.With a foreword by García, Tian and King's 2023 edited volume, Developing Translanguaging Repertoires in Critical Teacher Education, addresses the gap around teachers and teacher education in translanguaging pedagogy and research.This volume, geared toward "teachers, teacher educators, and language scholars" (p.v), brings together research from across the United States on developing translanguaging repertoires among pre-service and in-service teachers and teacher educators in various US teacher education contexts.In their introduction, Tian and King illustrate the multifaceted nature of translanguaging-as theory and as pedagogy.They argue that teachers' translanguaging repertoires need to be developed in teacher education in order to support culturally sustaining pedagogy, social justice, and students' multilingual identities.The volume explores García et al.'s (2017) concept of translanguaging repertoire as stance (i.e., valuing students' full linguistic repertoires), design (i.e., curriculum, resources, learning experiences), and shifts (i.e., moves that teachers make in response to students' language practices and needs).In chapter one, Sandra Musanti engages in a self-study as a teacher educator preparing teacher candidates (TCs) for bilingual education.Musanti draws from personal reflections, TCs' work, and preand post-questionnaires investigating TCs' ideologies and attitudes toward a translanguaging stance.Through reflections, discussions, and translanguaging simulations, Musanti concludes that her TCs developed a positive attitude toward translanguaging but needed to further challenge deficit views of bilingualism.Musanti advocates for a practice-based approach to translanguaging to advance social justice.Chapter two recounts how Abraham Ceballos-Zapata and Sharon Kim employed Pansori, a Korean opera form, as a narrative framework to understand the experiences of the racialized and bilingual students in Kim's practicum class.Ceballos-Zapata and Kim collaboratively employ techniques from Pansori to resee Kim's "disruptive" Black students as seeking help, move away from deficit thinking about bilingual students, and develop a translanguaging stance.They advocate for teachers to ground their approaches to translanguaging in their own and students' cultures.Kathryn Henderson, Christian Fallas-Escobar, and Kristen Lindahl discuss in chapter three Latinx TCs' understanding of their own linguistic repertoires through the creation of language portraits.Their findings reveal that TCs define their linguistic identities in multiple, unique ways and that most avoid the label of "bilingual" due to experiences of shame, insecurity, and discrimination.Conversely, some embrace the uniqueness of their bilingual identities.The authors conclude that teacher education needs to value TCs' bilingual identities and that language portraits are one way to engage TCs in developing a translanguaging stance.Chapter four, by Ryan Pontier and Zhongfeng Tian, discusses developing a translanguaging-associal-justice stance through a TESOL graduate-level special topics course focused on translanguaging.Pontier and Tian highlight three tensions they identified while developing a translanguaging stance in the course: conflicting language expectations at home and school; differing understandings of bilingualism; and the difference between translanguaging theory and pedagogy.The authors conclude that teacher education programs should create spaces for critical dialogues about these tensions in order to support teachers in developing a translanguaging-as-social-justice stance.Similarly, in chapter five, Xenia Hadjioannou advocates for a translanguaging-as-justice stance with her TCs.Hadjioannou underscores the need for a paradigmatic shift in teacher education, where

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