Session Title: 

Translanguaging Pedagogies in TESOL

 

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Logo:

 

 

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Abstract:  

This session provides an introductory workshop to translanguaging pedagogies (TL) for TESOL educators, teachers, administrators, and researchers. Participants will examine the translanguaging pedagogies to implement the strategies in their classroom. They will also develop their own lesson plan or an activity and get feedback from the moderators and other participants.

 

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Target audience: TESOL educators, teachers, administrators, and researchers

 

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Session objectives: By the end of this session, participants will have

• demonstrated their understanding of TL pedagogies by sharing their thoughts in a discussion forum

• familiarized themselves with the current research on pedagogical TL in TESOL contexts by reading articles on the topic

• designed and developed a lesson plan or an activity using the TL design 

• evaluated the appropriate resources for implementing translanguaging pedagogies in their respective teaching contexts and/or administrative responsibilities

 

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Syllabus

Please see more detailed weekly plans below:

 

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Week 1: (January 9 - 15) Introduction to Translanguaging (TL) in TESOL

 

Topics

• Overview of TL pedagogies in TESOL

• Why TL matters for TESOL teachers, administrators, researchers, and educators 

 

Participants will be able to...

• Define and integrate tools from TL pedagogies into their teaching

• Explain the importance of TL for TESOL teachers, administrators, researchers, and educators

 

Activities

1. Participants register and start setting up a Canvas Free for Teachers site.

2. Participants post an introduction in the Discussion Forum, "Welcome!" Participants can post an introduction to introduce themselves, including their teaching experiences. 

3. Participants read short texts on TL and its connection with classroom practice.

4. In the Discussion Forum, participants discuss their understanding of TL after reading the assigned texts. 

 

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Week 2: (January 16 - 22) TL in Three Strands: TL Stance & Design (and Shift)

 

Topics

• TL Stance: Core beliefs (Monoglossic ideologies & Dynamic bilingualism)

• TL Design: Intro to TL strategies & activities 

 

Participants will be able to...

• reflect and examine their own stance towards languages and language learning 

• familiarize themselves with lesson plans and activities that are informed by TL Design 

 

Activities

1. Participants read short texts on the three strands of TL: TL Stance, Design, and Shift

2. Participants post in a discussion forum about their understanding of the three strands of TL

3. Participants will start brainstorming about creating a lesson plan or an activity using key principles of TL Design 

4. In the weekly Zoom meeting, participants are given reflection prompts to analyze their own stance critically and discuss different sample lesson plans.

 

 

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Week 3: (January 23 - 29) TL Design (cont'd)

 

Topics

• TL Design: TL Strategies & activities (cont'd)

 

Participants will be able to...

• identify the key aspects of TL Design

• identify how TL Design can be used to enhance students' language learning and biliteracy development 

 

Activities

1. Participants will develop an activity or a lesson plan based on the ideas in Week 2.

2. Participants will post an activity or a lesson plan created in Week 2.

3. Participants respond to each other's posts (an activity or a lesson plan).

 

 

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Week 4: (January 30 - February 5) TL Design (and Shift)

 

Topics 

• TL Shift: Moment-by-Moment Decision Making

• TL and assessments

 

Participants will be able to...

• explain what TL shift is and what it looks like in daily classrooms

• analyze different assessments in TL classrooms in TESOL contexts

 

Activities

1. Participants will share their response to one participant's activity or lesson plan.

2. Participants will revise their own activity or a lesson plan following the feedback they receive from their moderators.

3. Participants will post in the DIscussion Forum an explanation of how TL Shift may look like in their classrooms 

4. Participants will get feedback from co-moderators and others in weekly synchronous session. 

 

 

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Week 5: (February 6 - 12) Moving Forward: What have we learned, and where do we go next?

 

Topics

• TL Research & Teaching

• Reflections & Goal-Setting

 

Participants will be able to...

• reflect and state their key takeaways from the session 

• explain how TL informs research and teaching in TESOL contexts 

 

Activities

1. Participants will post a final version of a lesson plan or activity informed by TL Design.

 

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List of References

 

Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454-479. https://doi.org/10.1002/tesq.182

García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.

García, O., Ibarra Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.

Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through Translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of      emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9, 7-25. https://doi.org/10.1080/19313152.2014.981775

Probyn, M. (2015). Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education, 29(3), 218-234. http://dx.doi.org/10.1080/09500782.2014.994525

Sayer, P. (2020). Translanguaging as transformation in TESOL. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.). Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 363-374). Springer.

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Media: This session will use Canvas for asynchronous content delivery and Zoom for synchronous meetings. Feedback to lesson plans or activities will be given via both platforms. For asynchronous feedback, it will be given as a response to a discussion post; synchronous feedback will be given during zoom meetings.

 

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Other technology tools:

We will use the following additional platforms to supplement the two media platforms (Canvas & Zoom):

 

• Google (Slides, Docs): https://drive.google.com

• Mentimeter: https://www.mentimeter.com

• Padlet: https://padlet.com

• Quizlet: https://quizlet.com

• Kahoot: https://kahoot.com

• Flip: https://my.flipgrid.com

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Join this session: Registration Jan. 1-8, 2023. For participants to join this session: To register, go to https://canvas.instructure.com/enroll/G9A4BE or https://canvas.instructure.com/register and use the following code G9A4BE

 

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Suggested sponsor(s): Sponsors are professional associations who would be willing to advertise your session in their elist or newsletters, and who would help create an audience for your session and an interest in EVO participation. (No money or other physical support is requested!) TESOL Interest Section(s) or affiliate(s), IATEFL Special Interest Group(s), or other group(s) who could sponsor your session, such as JALT, KOTESOL, or AVEALMEC. NOTE: The EVO Coordination Team will arrange for TESOL-IS sponsorship, but please tell us which Interest Section (now called CoPs) you feel would be most likely to sponsor your session. For non-TESOL organizations, we ask that you list all likely sponsors, but please confirm sponsorship with them yourself after your proposal is accepted. 

NOTE: State the name of the person who approved sponsorship and the date next to the organization. 

 

Sponsoring organizations	Name / date of approval
Foreign Language Research & Teaching	Sheila Ameri / Sept. 28, 2022
CALL Interest Section of TESOL (CALL-IS)	Jane Chien, Chair / December 1, 2022

 

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Moderators: Fill in the table for all session moderators and co-moderators. Please review the requirements for all moderators at EVO Moderator Professional Development (MOD PD--purpose and content as well as the EVO policy for the requirements carefully. First-time moderators are required to take part in the training session; returning moderators are encouraged to participate as well. NOTES: Your list of moderators should be complete when you submit the proposal. Should you identify additional moderators for your session, you are required to notify the EVO Coordination team about their status (new or returning).

 

Name (last, first)	Email address	Location  (country of residence)	Institutional Affiliation	Status of moderator (new or continuing?)	If continuing, date of Moderator Professional Development session taken	Biodata  (max. 50 words)	Photo
Kim, Grace	grace.j.kim@bucknell.edu	USA	Bucknell University	continuing	2021	Grace Kim is an Assistant Professor of Education at Bucknell University, specializing in Language, Literacy, and Culture in Multilingual Settings. Her research examines language socialization and biliteracy development of emergent bilingual learners, translanguaging pedagogies, dual language program curriculum design, language teacher agency, and language teaching with technology.
Weng, Zhenjie	weng.151@osu.edu	China	Duke Kunshan  University	continuing	2021	Zhenjie Weng is an assistant professor at Duke Kunshan university in China. She teaches second language writing to undergraduate and graduate students. Her research focuses on second language writing, language teacher education, and technology use in English language education.
Jiang, Yizhe	jiang.1878@osu.edu	China	The Ohio State University	new		Yizhe Jiang is a doctoral candidate in Multilingual Language Education at Ohio State University. Her research interests mainly involve heritage language maintenance and language learning technology. Now she is working as a volunteer teacher in rural China and doing dissertation research on the multilingualism of the local ethnic minority students.
Iswandari, Yuseva	iswandari.1@osu.edu	USA	The Ohio State University	new		Yuseva Ariyani Iswandari is a doctoral candidate in Multilingual Language Education at Ohio State University. She is an Indonesian EFL teacher and teacher educator. Her research focuses on EFL teacher professional development, pre-service teacher language use and practice in EFL classroom context, and Translanguaging pedagogies and practice.

 

 

Primary Contact (Lead moderator only, please): The primary contact is the lead moderator of the session. The lead moderator is responsible for making sure that all first-time moderators are registered for the Moderator Professional Development session, and for communicating deadlines, special events like our live webcasts, and other information to moderators.

Name of Lead Moderator: Grace Kim

Email address: grace.j.kim@bucknell.edu

  

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Terms of Agreement (to be completed by Lead Moderators; please confirm by writing “I agree” in each item.)

Terms of Agreement for EVO Session Lead Moderators	Confirmation
As Lead Moderator of my EVO session, I am responsible for making sure that first-time moderators in the session register for MOD PD on or before the due date (Oct. 16, 2022).	I agree
As Lead Moderator of my EVO session, I am responsible for making sure that first-time moderators participate actively in MOD PD Oct. 16 - Nov. 13, 2022.	I agree
As Lead Moderator of my EVO session, I affirm that moderators found lacking in completing the expectations and tasks in MOD PD will be removed from the session.	I agree
I am available to engage actively in the EVO session I have agreed to co-moderate between January 9 and February 12, 2023.	I agree
I further understand that  EVO sessions are free of advertising and commercial sponsorship; EVO sessions are free and open to all; No academic credit will be given for participation in EVO session.	I agree