Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution

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 a...

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Bibliographic Details
Published in:Language and education 2022-06, Vol.36 (3), p.211-225
Main Authors: Cavazos, Alyssa G., Musanti, Sandra I.
Format: Article
Language:English
Subjects:
Academic disciplines
Bilingualism
Code Switching (Language)
College Faculty
Communities of Practice
English (Second Language)
faculty learning community
Higher Education
Hispanic
Hispanic American Students
institutions
Intellectual Disciplines
language inclusivity
Learning
Metacognition
Minority Serving Institutions
Second Language Instruction
Second Language Learning
serving
Sociolinguistics
Spanish
Student Centered Learning
Teacher Attitudes
Teachers
Teaching
Teaching Methods
translanguaging pedagogies
Translingualism
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Summary: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.
ISSN:0950-0782
1747-7581
DOI:10.1080/09500782.2021.1936544