From problem to right
Imaginative speculation on translanguaging in the world language classroom
Bibliographic Data
| ID | 21360110 |
|---|---|
| Authors | Michele Back (0000-0003-0853-5141, Department of Curriculum and Instruction University of Connecticut Neag School of Education Storrs Connecticut USA, corresponding author) |
| Year | 2025 |
| Volume | 109 |
| Issue | 3 |
| Pages | 632-650 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.13016 |
| OpenAlex | W4413029716 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
In this study, I analyze how 15 world language (WL) preservice and in‐service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, I describe how participants imagined the role of translanguaging in the WL classroom on their own and with each other in written assignments. Findings indicate that participants’ initial stances on translanguaging were dependent upon several contextual factors, including linguistic background and contact with multilingual students in their own classrooms. Meso, macro, and micro constraints of standards, ideologies, and school environments were explored, and participants’ language orientations included (trans)language(ing)‐as‐problem, ‐resource, and ‐right. Continued exposure to translanguaging during the course led to shifts even among the more resistant participants from viewing translanguaging as a problem in the WL class to a potentially powerful resource and right. I discuss how language teacher educators can encourage this imaginative speculation, with the important caveat that truly critical, equitable, decolonially oriented translanguaging stances require extended exposure to and additional resources on the topic
Business · Linguistics · Pedagogy · Speculation · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
First Language Use in Second and Foreign Language Learning
Stance
Analyzing Qualitative Data
Translanguaging
Critical reflection as a framework for transformative learning in teacher education
A model for study of teacher agency for social justice
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
Pedagogical Translanguaging and Its Application to Language Classes
Translanguaging as a vehicle for epistemic access
Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program
Rejecting abyssal thinking in the language and education of racialized bilinguals
Translanguaging in Chinese foreign language classrooms
Plurilingualism and translanguaging
Between language as problem and resource
Target Language Use in Foreign Language Classrooms
First and target language use in public language education for young learners
A translanguaging perspective on medium of instruction in the CFL classroom
Challenging the ‘Dual’
Developing Critical Thinkers
Language Use in the Classroom
Reconceptualizing “Home” and “School” Language
It Is a Village”
Training Educators of Adults
Orientations in Language Planning
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |