International Journal of Multicultural Education
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Tracing Translanguaged Voices in Bilingual Teacher Narratives
No full textThis case study explores how bilingual teacher candidates (BTCs) in a Texas dual language teacher education program reflect on their mathematics teaching experiences through a translingual, transcultural, and transdisciplinary lens. By analyzing bilingual teacher narratives, the study investigates how translanguaging and reported speech shape their teaching identities and pedagogical practices. Findings highlight "translanguaged polyvocal speech" (TPS), or polivoces, as a key process, where BTCs integrate multiple linguistic and semiotic resources to construct mathematical meaning and negotiate bilingual identities. The study emphasizes how BTCs use TPS to challenge rigid language hierarchies and promote dynamic, multilingual pedagogies in bilingual mathematics instruction
Translanguaging in Computer Programming: "¿Qué no es un cereal?"
No full textAlthough there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates understanding among emergent bilingual students. The findings showed how translanguaging is more than translation, how students used their linguistic repertoire to negotiate meaning, and the use of language brokering as a pedagogical tool. Implications for translanguaging in STEM have the potential for a deep understanding of computer programming concepts
Dialogic Foundations of the “4-trans” Framework: Towards a Comprehensive and Dynamic Understanding of Multilingual Teacher Education
No full text In this article, we develop the “4-trans” framework by reflecting on the way current multilingual teacher preparation scholarship has addressed translanguaging, transnationalism, transculturality, and transdisciplinarity either in compartmentalized or integrative manners. While current literature has addressed some “trans” intersections, we propose the enunciation of the “4-trans” as permeable and complementary principles in multilingual education that can serve to better examine the experiences and challenges of multilingual pre-service teachers. To amalgamate the “4-trans” to examine the development of multilingual pre-service teachers, this article describes the construction of a multidimensional framework based on a dialogic conception of social mediation, heteroglossia, and critical consciousness.
Exploring the “4-trans” in Bi/Multilingual Teacher Education: Introduction to the Special Issue
No full textIn this introductory essay, the editors of the special issue on the 4-trans in bi/multilingual teacher education, highlight the contributions of one or more of the “4-trans” lenses—transnationalism, transculturalism, translanguaging, and transdisciplinarity—to explain, question, challenge, or propose new ways of understanding bi/multilingual teacher education. Eight articles that challenge monolithic perspectives of teacher education are presented
Cultural and Linguistic Ideology in English Textbooks in Korean Contexts: Implications for Educators
No full textResearch shows Eurocentrism dominates English as a Foreign Language (EFL) textbooks, but does it still? Grounded in critical literacy, this study examined cultural elements in 11 South Korean EFL textbooks. The findings reveal 1) a variety of cultural topics, 2) dominance of Western cultures, and 3) white people as key figures. This suggests that the textbooks introduce many countries’ cultural and historical information but marginalize non-Western people, implicitly giving power to Western people. This suggests that equal representation of diverse people and cultures is necessary in textbooks for EFL learners’ access to genuine diversity, equity, and inclusion
Exploring Experiences of Chinese Students Studying at U.S. Universities Since COVID-19
No full textThis paper presents a phenomenological study exploring what Chinese international students (CIS) have experienced since COVID-19. Three themes emerged through in-depth semi-structured interviews with eight participants. The first theme is the typical challenges that might be encountered by CIS such as cultural barriers. The concerns of safety and racism were illustrated in the second theme, which was amplified and intensified during the pandemic. The last theme involved support and services that need improvement. Implications of the findings are discussed to reflect on how to best support CIS after and beyond COVID-19, followed by limitations of this study
Making Meaning from Historical Fiction Picturebooks about Indonesian Heroes
No full textWe investigated how children make meaning as they read historical fiction picturebooks. Three teachers and a total of 61 students from three different regions of Indonesia participated. We collected field notes, video recordings, and artifacts through read-alouds and subsequent response activities. The findings show that students explored the books by actively engaging in conversations about misconceptions of gender and schooling, connections of the past and the present, and negotiation of moral values and emotions within the fabric of Aceh Province’s history and Indonesian society. It highlights that historical fiction picturebooks can encourage students to think critically about their history and culture to make sense of the world they live in today
Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins
No full textA hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students’ lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of critical geospatial mapping and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives
Connecting Through Mapping: Introduction to the IJME Special Issue
No full textIn this introduction to the special issue of IJME, we highlight the tensions and possibilities of maps and mapping as scholarly pursuits in critical, justice-oriented education. We discuss the potential for maps to portray deeply personal stories and perspectives of the world while also acknowledging their sometimes fixed and hierarchical attributes. Through this discussion, we show how maps can be potent forces of connection or separation. The authors in this special issue showcase the challenges and opportunities of mapping scholarship and reveal its promise to inspire connection and collective action towards theory-building, advocacy, and social transformation in education
Experiences of Preservice Teachers of Color at a Predominantly White Institution
No full textThis phenomenological study explores the experiences of preservice teachers of color in a teacher education program at a predominantly white institution. Participants experienced feelings of isolation, being targeted because of their race, lack of multicultural education in the program, and feelings of tension in wanting to speak out and fearing the consequences of speaking out. Recommendations are given for improving teacher education programs to better meet the needs of preservice teachers of color