Developing Translanguaging Repertoires in Critical Teacher Education

Chapter 7 A teacher’s perspective of translanguaging corrientes: Contextualizing power and control in the translanguaging stance

Nihal Khote

Kennesaw State University

Abstract

García and Li Wei (2014: 3) suggest that in fostering translanguaging in classrooms, teachers endorse “shifts in orders of discourses, bringing the voices of the Other to the forefront,” thus enacting a social justice agenda. However, within traditional asymmetrical pedagogical relations between teachers and students in US classrooms, teachers control discursive parameters limiting what and how statements can be made. Fostering a translanguaging classroom is thus largely a function of teachers’ stance, as within stance lies the authority to validate, or not, students’ ...