2025/01/02 by Jihea Maddamsetti · 1 voice
Social Sciences · Arts and Humanities · #Multilingual Education and Policy #EFL/ESL Teaching and Learning #Second Language Learning and Teaching
paper · doi:10.1080/09500782.2024.2447255
openalex publication_date 2025/01/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15
Scholarship on translanguaging has increasingly called for preparing content-area teacher candidates to understand and practice translanguaging during teacher education. However, few studies have taken up a decolonial perspective on translanguaging to examine how content-area bilingual teacher candidates of color (BTCCs) use their embodied memories vis-à-vis translanguaging as pedagogic resources for re-centering the humanity, livelihood, and dignity of translanguaging bodies of their own and their bi-/multilingual students in content-area classrooms. By combining the decolonial view of translanguaging with memory work, the purpose of this study is to unsettle and shift the disembodied discourse in research on pedagogical translanguaging in teacher education. By drawing on year-long data gathered from written and visual reflections and oral interviews, this study examines how two content-area BTCCs (i.e. Latinx and Asian American women) learned to become and act as translanguaging pedagogues through excavating, making sense of, and reconfiguring their memories of translanguaging during their teacher education. Guided by decolonial lenses of translanguaging and embodied memories, this study provides insights into how BTCCs’ pedagogical translanguaging can be embodied and transformed through their memory work in content-area classrooms.