Borderlands, Identity, and Translanguaging Stance in Language Teacher Education
- joaogoebel
- Jan 18
- 1 min read
Updated: Jan 18
“Borderlands, Identity, and Translanguaging Stance in Language Teacher Education” is a chapter published in the edited volume Decolonizing Language Teacher Education: Voices from the Global North and Global South.
Drawing on empirical research with bilingual teacher candidates at a Hispanic-Serving Institution (HSI) in the Midwest, the chapter examines translanguaging as a critical, decolonial pedagogical stance in language teacher education. It highlights how bilingual teacher preparation can disrupt dominant language ideologies, center bilingual and bicultural identities, and affirm heteroglossic practices in classroom spaces.
This work is the result of a collaborative effort by C. Hamilton, W. Mendez, J. Goebel, and R. McCarty.
