Date of Award

2-28-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Terry Huffman, Ph.D.

Second Advisor

Dane Joseph, Ph.D.

Third Advisor

Tatiana Cevallos, Ed.D.

Abstract

Preparing bilingual teacher candidates is an important task for teacher preparation programs as bilingual education is a growing field. In order to become culturally and linguistically responsive teachers, bilingual teacher candidates need to acquire knowledge and skills of various bilingual approaches. Translanguaging is one approach that equips teacher candidates with a philosophical base and strategy set to meet the needs of bi/multilingual students. Translanguaging is a flexible approach that teacher candidates can incorporate into many ESOL and bilingual program models. This microethnographic study explored how bilingual teacher candidates’ appropriated translanguaging.

This research explored several issues: how bilingual teacher candidates’ appropriate translanguaging; what contributes to the appropriation; and the teacher candidates’ perceptions of translanguaging. The results indicated that bilingual teacher candidates appropriated translanguaging on a continuum by participating in a cycle of implementation. Their perceptions that translanguaging benefits teaching, learning, and student confidence facilitated their appropriation. Implications and suggestions are offered as a result of the findings.

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