| dc.description.abstract | This multiple case study measures preservice teachers' perceptions of a translanguaging pedagogy on content/language development and on student affect in required university courses. Perceptions were gathered from 75 students, across three different required content classes, on Texas Christian University, and over the span of three years. A modified version of the 2-1-L2 dual-language model (Przymus, 2016, 2010) called the 2-1-T was used to structure all content lessons into three instructional movements-a sustained immersion in one named language (Spanish or English), a subsequent sustained immersion in other named language (without repeating content), and a third instructional movement creating space in each lesson for purposeful translanguaging. Situated within the literature on language policy and planning, such as status and acquisition planning (Wiley 1996), and orientations in language planning, such as language-as-problem, language-as-resource, and language-as-right (Ruiz, 1984), participant voices are analyzed specifically for impact on status and acquisition planning, and for a potential way forward for an ideological shift from l-as-problem to l-as-resource at the higher education setting. Perceptions remain consistent across case studies, with students self-reporting an increase in content, target language, and positive identity development as a result of participation in required university classes with this translanguaging approach. Results may inform the language status and acquisition planning of other higher education institutions who desire to implement translanguaging in teacher preparation programs. | |
