Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language
In recent years multilingual approaches to teaching have been
widely discussed and translanguaging has been proposed as a
pedagogy that offers very positive results in many contexts.
Overall, the need to reverse monolingual assumptions among
teachers and to adapt pedagogical translanguaging to each
context has been highlighted. For that purpose, training
preservice teachers on multilingualism, translanguaging and on
how to transform their educational practises is fundamental. In
the present study, we train 117 preservice teachers on
translanguaging and materials’ design and analyse the created
materials quantitatively and qualitatively. The outcomes reveal
some common traces among the materials presented and these
are analysed as related to infant and primary teachers’
professional development and to a broader educational context.