Abstract

Despite emerging scholarship on translanguaging pedagogies and the potential Faculty Learning Communities (FLC) have on shifting pedagogical beliefs, there are limited studies that explore the impact a faculty learning community has on educators’ perceptions and reflections on translanguaging as a teaching and learning tool in higher education. The authors explore educators’ perceptions and enactment of translanguaging practices across disciplines in the context of a FLC on translingual community-engaged pedagogies. Through semi-structured interviews and written reflections, the authors used thematic analysis to investigate how the FLC impacted faculty participants’ critical reflection on their practice from the perspective of translanguaging as a pedagogical tool. While faculty participants questioned the implementation of translanguaging pedagogies, they acknowledged students’ language experiences as they grappled with linguistically inclusive approaches to teaching and learning. Teaching and research implications for embracing translanguaging pedagogies across academic disciplines are identified.

摘要

尽管关于跨语言教学法的新兴学术研究和潜在的教师学习社区 (FLC) 对改变教学理念有影响，但探索教师学习社区对教育者对跨语言作为高等教育教学和学习工具的看法和反思的影响的研究有限。教育。作者在跨语言社区参与教学法的 FLC 的背景下探讨了教育工作者对跨学科跨语言实践的看法和制定。通过半结构化访谈和书面反思，作者使用主题分析来调查 FLC 如何从跨语言作为一种教学工具的角度影响教师参与者对其实践的批判性反思。虽然教师参与者质疑跨语言教学法的实施，但他们承认学生在努力采用语言包容性的教学方法时的语言体验。确定了跨学科跨语言教学法的教学和研究意义。