Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation
Abstract
Informed by recent explorations on translanguaging practices in higher education and teacher education, this self-case study explores how a bilingual teacher educator, teaching bilingual teacher preparation courses in Spanish at a Hispanic-serving institution on the US-Mexico border embraces a translanguaging stance to leverage teacher candidates’ bilingualism while preparing them to produce and use academic and professional forms of Spanish discourse for teaching. Findings illustrate how a bilingual teacher educator ...
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