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Infusing Translanguaging Into the Foundations of SLA Graduate Course Through Critical Peer Collaborations.

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Title: Infusing Translanguaging Into the Foundations of SLA Graduate Course Through Critical Peer Collaborations.
Authors: Prada, Josh1 (AUTHOR), Deroo, Matthew R.2 (AUTHOR)
Source: Second Language Teacher Education (SLTE). May2025, Vol. 4 Issue 1, p89-115. 27p.
Subject Terms: *Second language acquisition, *Multilingualism, *Critical pedagogy, *Graduate education, *Code switching (Linguistics), *Teacher development, Cooperation, Narrative inquiry (Research method)
Geographic Terms: United States
Abstract: Second language acquisition (SLA) courses in US higher education often emphasize monolingual frameworks, despite the increasingly multilingual reality of US classrooms. With the shifts shaping the Multilingual Turn, these courses present opportunities for growth and renewal. As educators in graduate programs, we have sought to integrate critical perspectives, including translanguaging and other approaches to foster more liberatory and democratic teaching practices. However, we continue to explore ways to enhance these foundational courses. This article details a critical peer collaboration between two researcher–practitioners from different higher education institutions, aimed at improving their respective Foundations of SLA courses. We engaged in a mutual exploration of two SLA-focused courses offered to pre-service and in-service teachers, reflecting on our development as teacher educators. Our collaborative study was guided by two primary questions: (1) How do translanguaging pedagogies inform the approach and implementation of each course? (2) How can these courses be strengthened on the basis of shared experiences and practices? We approached our reflections through a collaborative narrative inquiry conducted over eight sessions. This article recounts the scope and nature of this collaboration, illustrating how translanguaging and critical perspectives were integrated into our courses, maps future improvements, and highlights the potential of such critical peer collaborations in fostering small-scale professional development communities. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Infusing Translanguaging Into the Foundations of SLA Graduate Course Through Critical Peer Collaborations.
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  Data: <searchLink fieldCode="JN" term="%22Second+Language+Teacher+Education+%28SLTE%29%22">Second Language Teacher Education (SLTE)</searchLink>. May2025, Vol. 4 Issue 1, p89-115. 27p.
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  Data: Second language acquisition (SLA) courses in US higher education often emphasize monolingual frameworks, despite the increasingly multilingual reality of US classrooms. With the shifts shaping the Multilingual Turn, these courses present opportunities for growth and renewal. As educators in graduate programs, we have sought to integrate critical perspectives, including translanguaging and other approaches to foster more liberatory and democratic teaching practices. However, we continue to explore ways to enhance these foundational courses. This article details a critical peer collaboration between two researcher–practitioners from different higher education institutions, aimed at improving their respective Foundations of SLA courses. We engaged in a mutual exploration of two SLA-focused courses offered to pre-service and in-service teachers, reflecting on our development as teacher educators. Our collaborative study was guided by two primary questions: (1) How do translanguaging pedagogies inform the approach and implementation of each course? (2) How can these courses be strengthened on the basis of shared experiences and practices? We approached our reflections through a collaborative narrative inquiry conducted over eight sessions. This article recounts the scope and nature of this collaboration, illustrating how translanguaging and critical perspectives were integrated into our courses, maps future improvements, and highlights the potential of such critical peer collaborations in fostering small-scale professional development communities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Narrative inquiry (Research method)
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              Text: May2025
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