View in EDS HTML Full Text PDF Full Text

Sustaining a Translanguaging Community of Practice: A Narrative Inquiry by Teacher Educators

Saved in:
Bibliographic Details
Title: Sustaining a Translanguaging Community of Practice: A Narrative Inquiry by Teacher Educators
Language: English
Authors: Julie Choi (ORCID 0000-0003-3047-092X), Rafaela Cleeve Gerkens (ORCID 0000-0001-7351-4713), Melissa Jufenna Slamet (ORCID 0000-0001-6216-464X)
Source: Asia-Pacific Journal of Teacher Education. 2025 53(4):428-448.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Code Switching (Language), Translation, Bilingualism, Communities of Practice, Teacher Educators, Inquiry, Scholarship, Foreign Countries, Teacher Attitudes
Geographic Terms: Australia
DOI: 10.1080/1359866X.2025.2495772
ISSN: 1359-866X
1469-2945
Abstract: As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students' full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of Practice (TCoPs) to form and evolve equitably. Through narrative inquiry, the authors examine critical incidents that enabled them to create and sustain their TCoP. Findings reveal key elements: an initiating leader, accepting invitations for legitimate peripheral participation, attending to affective dimensions, valuing reciprocity, enabling identity transformations, making impact, and extending invitations. The authors argue that such communities empower scholars to broaden pedagogical practices in linguistically diverse contexts. The study highlights TCoPs' potential in meeting the challenge of enacting translanguaging design and fostering inclusive approaches to language teaching and learning. Despite constraints, collaboration within a TCoP allowed members to develop pedagogies that leverage students' full linguistic repertoires.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481515
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHHG49EbYo-WlZEsFRsjKNNAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLVsFvtlldtRVbkJbgIBEICBmv0JgfftlT2cVaoYR_mCrDZhCUYZotaHg-983YOzYnPZlvMm1iWDQA6HjagQJn6QIKDBEEnoB_jx01_iEPSiH22T_k-8O9RjrEc3tISFKr3H_b7Ml3gSKWISy584Ole24tgbx8Iey_tk2X_BqfQKLzzGEEUwzWYOWKQXeb0ikzpzCiKuVjGj_19nlk-s4IBDh5oz0KmtwDUT0qE=
Text:
  Availability: 1
  Value: <anid>AN0187499081;pjl01sep.25;2025Aug26.03:00;v2.2.500</anid> <title id="AN0187499081-1">Sustaining a translanguaging community of practice: a narrative inquiry by teacher educators </title> <p>As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students' full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of Practice (TCoPs) to form and evolve equitably. Through narrative inquiry, the authors examine critical incidents that enabled them to create and sustain their TCoP. Findings reveal key elements: an initiating leader, accepting invitations for legitimate peripheral participation, attending to affective dimensions, valuing reciprocity, enabling identity transformations, making impact, and extending invitations.The authors argue that such communities empower scholars to broaden pedagogical practices in linguistically diverse contexts. The study highlights TCoPs' potential in meeting the challenge of enacting translanguaging design and fostering inclusive approaches to language teaching and learning. Despite constraints, collaboration within a TCoP allowed members to develop pedagogies that leverage students' full linguistic repertoires.</p> <p>Keywords: Translanguaging; community of practice; legitimate peripheral participation; scholarship of teaching and learning in higher education</p> <hd id="AN0187499081-2">Introduction</hd> <p>In Australia, teachers at all levels from early childhood to tertiary settings are working in spaces of ever-increasing linguistic and cultural diversities. A growing body of the literature on translanguaging in language education sheds light on the importance of opening spaces for multilingual learners to enact and expand their whole meaning-making repertoires for cognitive and identity development. In meeting the needs of students in these superdiverse contexts, many educators find alignment with this body of work and are motivated to take on a "translanguaging stance" (García et al., [<reflink idref="bib15" id="ref1">15</reflink>]). However, given various sociopolitical issues such as monolingual policy structures, tensions around language ideologies, and the lack of explicit knowledge about language in many educational institutions, the practical enactment of this philosophical stance through a "translanguaging design" for learning is challenging for teachers (Cinaglia & De Costa, [<reflink idref="bib7" id="ref2">7</reflink>]; Galante, [<reflink idref="bib13" id="ref3">13</reflink>]; Vaish, [<reflink idref="bib41" id="ref4">41</reflink>]). Such a design requires dedicated spaces for colleagues and students of diverse experiences to collaborate to develop their translanguaging "knowledgeability" (the skills to enact knowledge of a profession) and "identity" (performing the characteristics of a professional in a particular field) (Lave & Wenger, [<reflink idref="bib21" id="ref5">21</reflink>], p. 84). There is a need to better understand the elements that motivate and enable scholars to create, develop, and sustain such spaces in a non-hierarchical way. For the purposes of this article, we characterise them as "heterarchical" translanguaging communities of practice (TCoPs).</p> <p>While prior research has highlighted the benefits of researcher-practitioner collaborations and communities of practice around translanguaging (Deroo et al., [<reflink idref="bib9" id="ref6">9</reflink>]; Lau et al., [<reflink idref="bib20" id="ref7">20</reflink>]; Tian & Shepard-Carey, [<reflink idref="bib38" id="ref8">38</reflink>]), less is known about the specific processes, motivations, and enabling factors that allow such communities to form, evolve, and be sustained over time – especially in a "heterarchical" manner where all members can participate equitably and influence the group's direction.</p> <p>This study frames this as an important gap, as fostering such heterarchical TCoPs could help bridge the research-practice divide and promote more inclusive translanguaging pedagogies in linguistically diverse educational contexts. In essence, the pressing problem is an insufficient understanding of how to initiate, cultivate, and sustain equitable TCoPs. By exploring the authors' own experiences creating and participating in a TCoP, the study aims to shed light on the key elements empowering scholars to create and develop such a community, transform their translanguaging knowledgeability and identities, and persist in growing the community over time. Addressing these elements can inform efforts to proliferate such communities for bridging theory and practice in translanguaging.</p> <p>The study therefore addresses the following research question:</p> <p>What are the elements that empower scholars to create, develop, and sustain a "heterarchical" Community of Practice where members can develop their translanguaging "knowledgeability" and "identity" in order to enact a translanguaging pedagogy?</p> <p>This article will present the findings from a Narrative Inquiry, drawing on the experiences of the three authors, to explore this question. First, we examine the elements required for scholars to create a Translanguaging Community of Practice. We then consider the elements that support scholars to develop this community. Finally, we explore the elements that enable scholars to persist in sustaining such a Community of Practice. In the following section, we present the conceptual framework for the study, elaborating on the key concepts that guided the narratives and allowed us to track the growth in our translanguaging knowledgeability and identity in the context of the TCoP: the three elements of a Translanguaging Pedagogical approach.</p> <hd id="AN0187499081-3">Literature review</hd> <p></p> <hd id="AN0187499081-4">Implementing a translanguaging pedagogical approach</hd> <p>As a theory of language use, translanguaging challenges the notion that named languages are fixed and isolated systems and advocates for a shift in understanding language practices of bi/multilingual individuals as the deployment of one integrated linguistic repertoire (García & Li, [<reflink idref="bib16" id="ref9">16</reflink>]). This perspective builds on the foundational work of Otheguy et al. ([<reflink idref="bib29" id="ref10">29</reflink>]), who define translanguaging as "the deployment of a speaker's full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages" (p. 281). Scholars such as Li ([<reflink idref="bib23" id="ref11">23</reflink>]) have further expanded this concept to encompass the complex and creative meaning-making practices that transcend conventional linguistic boundaries.</p> <p>As a pedagogy, the strategic use of translanguaging can empower multilinguals through valuing and leveraging their whole repertoire for making meaning. This is evident in numerous studies which demonstrate how translanguaging maximises multilinguals' learning potential in multiple ways including language and literacy skills development (Choi et al., [<reflink idref="bib5" id="ref12">5</reflink>]), knowledge construction (Choi & Liu, [<reflink idref="bib6" id="ref13">6</reflink>]), and identity development (Choi et al., [<reflink idref="bib4" id="ref14">4</reflink>]). Canagarajah ([<reflink idref="bib3" id="ref15">3</reflink>]) has documented how translanguaging practices foster metalinguistic awareness and enhance communicative competence across diverse contexts. Furthermore, scholars demonstrate how translanguaging pedagogies can disrupt traditional power relations in the classroom by legitimising multilingual practices that had previously been marginalised (Creese & Blackledge, [<reflink idref="bib8" id="ref16">8</reflink>]; Grapin et al., [<reflink idref="bib17" id="ref17">17</reflink>]; Mendoza et al., [<reflink idref="bib26" id="ref18">26</reflink>]; Turner & Lin, [<reflink idref="bib40" id="ref19">40</reflink>]).</p> <p>In practical terms, a translanguaging pedagogical approach is often difficult to implement because it requires "the interaction of three elements – a translanguaging stance, a translanguaging design, and translanguaging shifts" (García et al., [<reflink idref="bib15" id="ref20">15</reflink>], p. 19). Developing a "translanguaging stance" involves recognising the sociopolitical dimensions of language use and challenging monolingual ideologies embedded in educational systems (Vogel & García, [<reflink idref="bib42" id="ref21">42</reflink>]). Specifically, the translanguaging stance implies a fundamental shift in how educators perceive linguistic diversity, moving from a deficit to a resource orientation (Flores & Schissel, [<reflink idref="bib12" id="ref22">12</reflink>]). To translate the stance into practice, teachers need to develop a "translanguaging design" for learning, creating a democratic and student-centred learning environment (García et al., [<reflink idref="bib15" id="ref23">15</reflink>]). Guided by core principles of linguistic equity and inclusion, the translanguaging design refers to curricula and practices that activate students' full multilingual and multimodal knowledge repertoires (Palmer et al., [<reflink idref="bib30" id="ref24">30</reflink>]). By considering how students' whole repertoire can be used to make meaning in the classroom for learning, all learners can participate in learning equitably while ensuring both teachers and students achieve all content and language standards and objectives. Finally, considering that students' linguistic repertoire is not static but is dynamically shaped by various social interactions (Moll, [<reflink idref="bib27" id="ref25">27</reflink>]), "translanguaging shift" becomes another important element to create equitable learning environment (Seltzer & García, [<reflink idref="bib35" id="ref26">35</reflink>]). Li ([<reflink idref="bib22" id="ref27">22</reflink>]) describes "translanguaging shift" as "spontaneous, impromptu, and momentary actions and performances" (p. 1224) that respond to students' multilingual practices in the moment at the point of need. The translanguaging shifts can also include the transformation resulting from meaningful discussion, teaching experiences, and observing colleagues. The challenge of enacting a translanguaging pedagogical approach formed the basis for the creation of the Translanguaging Community of Practice (TCoP) discussed in the article.</p> <p>These three elements have allowed us to track the development of our knowledgeability in translanguaging as we move beyond philosophical alignment with translanguaging through a "translanguaging stance" towards planning practical "translanguaging designs" for teaching and learning. Through this process, we demonstrate the emergence of our identities as translanguaging researchers and practitioners in our TCoP.</p> <hd id="AN0187499081-5">Bridging the translanguaging research-pedagogy gap through collaboration</hd> <p>Developing transformative translanguaging pedagogy is challenging due to time constraints, monolingual ideologies, policies, curriculum, assessment, and the lack of guidance and support (Burton & Rajendram, [<reflink idref="bib2" id="ref28">2</reflink>]; Cinaglia & De Costa, [<reflink idref="bib7" id="ref29">7</reflink>]). In response to these challenges, translanguaging scholars have proposed the need for researcher-practitioner collaboration in conceptualising and implementing translanguaging pedagogies (Deroo et al., [<reflink idref="bib9" id="ref30">9</reflink>]; Lau et al., [<reflink idref="bib20" id="ref31">20</reflink>]; Tian & Lau, [<reflink idref="bib37" id="ref32">37</reflink>]; Tian & Shepard-Carey, [<reflink idref="bib38" id="ref33">38</reflink>]). In their study on translanguaging-focused collaborations, Tian and Shepard-Carey ([<reflink idref="bib38" id="ref34">38</reflink>]) explain that such collaborations require researchers and teachers to "co-stance" (jointly negotiate their language ideologies), "co-design" (jointly discuss instructional and assessment designs), and "co-shift" (jointly respond to students' needs). The findings show that teachers apply translanguaging to unlock its transformative potential, while researchers gain practical insights, making their work more grounded. Both sides benefit from these collaborations, bridging translanguaging theory and translanguaging conceived by teachers. Similarly, Lau et al. ([<reflink idref="bib20" id="ref35">20</reflink>]) study highlights how collaborative processes between researchers and teachers involve adjusting expectations and expanding each other's perspectives in both translanguaging pedagogy and research. These studies show how teachers' and researchers' strengths and abilities are recognised, reciprocal knowledge exchange is fostered, and trust and care for each other are prioritised. As teacher educators who are also researchers, we inhabit both spaces and are keenly aware of the need to link our research in translanguaging and our practice as teacher educators.</p> <p>The studies above also consider collaborative partnerships between translanguaging researchers and educators as a helpful starting point to the creation of a community of practice. As defined by Lave and Wenger ([<reflink idref="bib21" id="ref36">21</reflink>]), a Community of Practice (CoP) is a group who share a common interest and desire to learn from and contribute to the community with their variety of experiences. Working as teacher educators in a university context, Deroo and Ponzio ([<reflink idref="bib10" id="ref37">10</reflink>]) formed a CoP around their shared passion for translanguaging as a theory and pedagogical practice. Their CoP was found to be helpful in enhancing their understanding of translanguaging and increasing their effectiveness in teaching about translanguaging. Lau et al. ([<reflink idref="bib20" id="ref38">20</reflink>]) in their university researcher–instructor partnership also demonstrated how the formation of a CoP supported critical reflections and sharing of teaching practice, understanding of students' learning strategies, and exploration of diverse theoretical perspectives. Through the CoP, they developed an understanding of multilinguals' ways of making meaning, thereby co-shifting and co-designing their translanguaging pedagogies, which allowed students to bring their entire repertoires to the learning process.</p> <p>While translanguaging presents transformative potential for multilingual education, significant barriers remain in its practical application. Research indicates that collaborative partnerships between researchers and educators are essential for bridging the translanguaging research-pedagogy gap. Such collaborations can facilitate the co-design of pedagogical approaches that are responsive to the needs of multilingual learners (Mendoza et al., [<reflink idref="bib26" id="ref39">26</reflink>]; Pontier & Tian, [<reflink idref="bib31" id="ref40">31</reflink>]; Rajendram, [<reflink idref="bib33" id="ref41">33</reflink>]). However, what has not been studied in as much detail is how practitioners, researchers, practitioner-researchers are able to create, develop, and sustain a Translanguaging CoP. To address this gap, our study aims to provide a rich description and analysis of our own collaborative processes working within a CoP to build knowledgeability and identity in translanguaging research and pedagogy.</p> <hd id="AN0187499081-6">Moving towards a "heterarchical" translanguaging community of practice</hd> <p>As explained by Lave and Wenger ([<reflink idref="bib21" id="ref42">21</reflink>]), legitimate peripheral participation (LPP) is a key component of a CoP, representing a process in which newcomers engage with various activities in the community at the periphery. Through their participation, they learn the skills and culture of the community, gradually moving towards the centre and becoming legitimate members of the CoP. While "newcomers" becoming "oldtimers" is one aspect of developing a CoP, learning within a CoP can also be multidirectional (Martin-Beltrán et al., [<reflink idref="bib24" id="ref43">24</reflink>]). For instance, "oldtimers" at the centre can also learn from "newcomers" positioned at the periphery.</p> <p>Advocating for a multidirectional way of learning, we frame our collaborative partnerships in the Translanguaging CoP (TCoP) using the term "heterarchical" relationships. As a concept from social psychology, "heterarchy" refers to "an organization of equally important components of a system that mutually constrain one another, so that over time and situation they vary in which ones take the lead" (Hodges & Geyer, [<reflink idref="bib18" id="ref44">18</reflink>], p. 5). Through the concept of "heterarchy," we view the TCoP as a space where, even in the context of a hierarchical institution, every member can participate equitably, learn from one another, and influence decision-making regarding the enactment of translanguaging in research and pedagogy.</p> <p>In the university context, the idea of a "heterarchical" rather than "non-hierarchical" TCoP is helpful to acknowledge but soften hierarchies established among academics, such as academic roles (e.g., doctoral students, early-career academics, and senior academics) or statuses (e.g., full-time, part-time, fixed-term, and casual). These hierarchical divides may hinder collaborations within the CoP, especially when early-career academics, who carry much of the teaching load, are viewed as passive recipients of established research findings, while mid-career and senior academics exert greater influence in shaping knowledge. In this study, we present three narratives from each of the authors, which focus on critical incidents that motivated us to create, develop, and sustain a "heterarchical" TCoP which facilitated the development of our translanguaging "knowledgeability" and "identity."</p> <hd id="AN0187499081-7">Methodology</hd> <p></p> <hd id="AN0187499081-8">Research context</hd> <p>Our study took place in a university in Australia involving three academics and a PhD candidate working in Languages and Literacies Education. The experiences of three members of the Community of Practice are the focus of this article: Julie, an Associate Professor, Raf, an early-career academic and Melissa, a PhD candidate (pseudonyms). The staff and doctoral student teach a variety of subjects consisting of students from diverse linguistic and cultural backgrounds. Narratives from each of the authors are presented to highlight the diversity of personal, professional, and research experience in translanguaging that supported the creation, development, and sustainability of the heterarchical (characterised by flexible and shared decision-making) TCoP. As a new initiative in 2023, the Faculty of Education requested staff to form small groups for casual monthly conversations that focus on research and writing. The members of this article formed one group based on shared interests in translanguaging.</p> <p>This collaborative endeavour started with Julie voluntarily taking the role as leader in the casual monthly group research meeting and suggesting that the group explore the translanguaging pedagogies enacted by staff in their classrooms. Julie is an Associate Professor in Languages and Literacies Education, with her research focusing on Translanguaging. She is Korean-American-Australian who was raised in the United States where she spoke English at school and Korean at home. She completed her formative education in China and then lived in Japan for many years before moving to Australia.</p> <p>Raf is an early-career academic who graduated in 2022, with her research focusing on drama-rich pedagogy in the primary literacy classroom and arts-rich learning experiences across the curriculum. Raf was born and raised in Melbourne, speaking English at home and school and studying French throughout school and university. She had previously collaborated with Julie on a research project combining arts-rich experiences and translanguaging. She was invited to contribute to her translanguaging experiences as an initial teacher educator and native speaker of English working with a growing proportion of Teacher Candidates from language backgrounds other than English.</p> <p>Melissa is Julie's PhD student in languages and literacy education, with her research focusing on multilingual academic literacy practices and the development of critical multilingual language awareness. Before pursuing her master's and doctoral degrees in Australia, Melissa studied English and Chinese language education for her undergraduate studies and worked as a secondary language teacher for 4 years in Indonesia. Melissa was invited to share her experiences in implementing translanguaging pedagogy to support multilingual graduate students in writing an argumentative essay.</p> <hd id="AN0187499081-9">Method</hd> <p>Teachers' narrative inquiry is "systematic exploration that is conducted by teachers and for teachers through their own stories and language" (Johnson & Golombek, [<reflink idref="bib19" id="ref45">19</reflink>], p. 6). Narrative inquiry was selected because it enables teachers to recollect and reflect on their experiences, helping them to understand and co-construct meanings that can be applied to their future practice. In this study, the Narrative Inquiry can be broadly outlined in four phases:</p> <p> <bold>Phase 1</bold>: In the first phase, we engaged in group memory work where we came together to produce a timeline of events that tracked the creation and development of the CoP. We created an overarching narrative of the CoP by tracking the email trails and documents in our online shared folder and recollecting details of what we discussed during each meeting as accurately as possible.</p> <p> <bold>Phase 2</bold>: In the second phase, we identified the "critical incidents" (Nunan & Choi, [<reflink idref="bib28" id="ref46">28</reflink>]) that contributed to the creation, development, and sustainability of the TCoP. The use of critical incidents as an analytical tool in narrative inquiry is well-established in educational research. According to Nunan and Choi ([<reflink idref="bib28" id="ref47">28</reflink>]), critical incidents are events that stimulate individuals to restructure their understanding of the nexus between language, culture, and identity. These incidents, while often seemingly ordinary, become significant through reflection and can reveal key moments of learning and transformation. Building on this work, other scholars (Shapira-Lishchinsky, [<reflink idref="bib36" id="ref48">36</reflink>]; Tripp, [<reflink idref="bib39" id="ref49">39</reflink>]) have demonstrated how analysis of critical incidents enables practitioners to examine the underlying assumptions, values, and beliefs that guide their actions, leading to transformative professional learning.</p> <p> <bold>Phase 3</bold>: In the third phase, focusing on these "critical incidents," we used "small moments writing strategies," a reflective writing strategy that allows individuals to use a small moment to reflect on "a broader experience" in a "manageable" way (Deroo et al., [<reflink idref="bib9" id="ref50">9</reflink>], p. 163). Individual members recounted their learning experiences from these critical incidents in the form of a narrative. The narrative was structured based on how each individual experienced the development of their translanguaging stance, design, and shifts to show our growth in knowledgeability and identity in the TCoP.</p> <p> <bold>Phase 4</bold>: Finally, each narrative was then analysed using the three constructs identified in the research question (see italics):</p> <p>What are the elements that empower scholars to create, develop, and sustain a "heterarchical" Community of Practice where members can develop their translanguaging "knowledgeability" and "identity" in order to enact a translanguaging pedagogy?</p> <hd id="AN0187499081-10">Analysis</hd> <p>Process coding (Saldaña, [<reflink idref="bib34" id="ref51">34</reflink>]) was used to identify and categorise actions identified in the data, including what participants were doing, feeling, or thinking. Gerunds, verbs ending in – ing, were used to describe the processes identified in creating, developing, and sustaining the TCoP. Process coding is well suited to research investigating the evolution of projects in complex, real-world situations and supports a focus not just on physical actions but also on emotional, cognitive, and interactive processes. For the purposes of this study, process coding enabled us to see the patterns of actions and interactions that enabled the TCoP to be created, developed, and sustained. Table 1 below summarises how each process code was categorised against the three constructs in the research question (create, develop, and sustain).</p> <p>Table 1. Process codes categorised against three constructs in the research question.</p> <p> <ephtml> <table><thead><tr><td>Create</td><td>Develop</td><td>Sustain</td></tr></thead><tbody><tr><td>Initiating the CoP</td><td>Valuing reciprocity within the CoP</td><td>Making an impact and gaining recognition through the CoP</td></tr><tr><td>Accepting invitations to the CoP</td><td>Transforming through membership of the CoP</td><td>Extending invitations to the Community of Practice</td></tr><tr><td>Attending to "affect" within the CoP</td><td /><td /></tr></tbody></table> </ephtml> </p> <p>We now turn to our narratives to highlight critical incidents in the process of creating, developing, and sustaining the TCoP.</p> <hd id="AN0187499081-11">Critical incidents in creating, developing, and sustaining the TCoP: our narratives</hd> <p></p> <hd id="AN0187499081-12">Julie: initiating the community of practice and expanding my translanguaging knowledge and id...</hd> <p>I have been writing about translanguaging for several years as part of my research but when I became Course Coordinator, I realised the lack of implementation of translanguaging pedagogies across our language and literacy teacher education programme. An opportunity arose to create a monthly research group. I saw the chance to bring staff with a developing translanguaging stance together to begin discussions around our understandings of language and how these might translate into our classroom practices.</p> <p>Since the inception of our monthly gatherings, I have long admired Raf's willingness to come out of her comfort zone of teaching and writing about "drama and literacy" to join a group that focuses on translanguaging. Our monthly conversations make me think I too need to come out of my comfort zone and be more active in applying embodied approaches in my classroom. After over a year of working together and getting to know each other, I recently began emailing her about a class I was teaching and asking for suggestions for readings on the benefits of bringing drama and reading together as shown below (Figure 1).</p> <p>Graph: Figure 1. Email from Julie to Raf about use of first nations play.</p> <p>Raf's response (Figure 2) helped me realise significant points I had not considered in using First Nations stories.</p> <p>Graph: Figure 2. Email response from Raf to Julie.</p> <p>Her insights made me revisit notes from a teacher who used this First Nations text in her English as an Additional Language classroom, allowing me to think about a solution for enacting drama techniques using the text with non-Indigenous learners (see highlighted parts in Figure 3).</p> <p>Graph: Figure 3. Julie's response to Raf's suggestions.</p> <p>Without her knowledge and insight of the pedagogical use of First Nations texts, the example she shared with me, and her suggestion of taking up themes to be enacted in different contexts, I would not have considered directing students to tap into their own experiences and emotions. Dialogues with Raf push me to think about designing pedagogical approaches in more inclusive and integrated ways.</p> <p>It has also been a valuable experience for me to have my past and current PhD students as members of the monthly group meeting. Coming out of their roles as "supervisees" and becoming "legitimate" members of the group whose views on plurilingual pedagogies are welcome, Tishya and Melissa have both enabled me to question whether I may have been operating along deficit lines of thinking in relation to teaching multilingual students. In one of our discussions, Tishya contributed suggestions for organising in-classroom debates on a provocative topic, a classroom task she found powerful when she was a graduate student of TESOL studying in the United States. Understanding my students (the majority of whom are multilingual speakers), as shy, afraid of making mistakes, and not confident in expressing themselves in English, I disregarded opening this kind of space in class which requires careful preparation, monitoring of time, and planning for critical discussions. But I decided to give it a go.</p> <p>Drawing on Tishya's memory, Melissa and I planned the content, procedure, and resources considering the constraints of time and space, students' experiences, linguistic knowledges, and cultural tendencies (See Appendix A). This co-planning was more than an exchange of ideas and support for making resources; the feedback Melissa provided to my ideas came from her close understanding of international students' multilingual resources, needs, and desires in our context. I felt confident in making decisions about the content and procedure with her agreement. She became an equal partner in the decision-making process.</p> <p>Shaped by our individual multilingual sensibilities, the debate task was a great success as demonstrated by many students' comments in their assignments.</p> <p>Reflecting on this transformative outcome through our collaborative efforts, I'm coming to understand my over-reliance on my own beliefs of thinking "I know" what multilingual students want and need. Moving forward, I need to relinquish some of this thinking and collaborate with experts, in a spirit of reciprocity, who can best bring about engaging, inclusive, and culturally and linguistically responsive pedagogies for students in my context. Working with my colleagues in this collaborative manner is also troubling the fixed, binary ways in which identities are placed upon in the academy. Categories like supervisor/staff, early career/mid-career, teacher/student, and so on may be useful for certain purposes but taken too seriously or rigidly, they can rob us of an opportunity to engage in rich learning experiences useful for our professional development to grow as ethical and caring teachers and researchers. As Lave and Wenger ([<reflink idref="bib21" id="ref52">21</reflink>]) state, "the terms used here – oldtimers/newcomers, full participants, legitimate peripheral participants (but not teachers/pupils or experts/novices) – result from a search for a way to talk about social relations in which persons and practices change, re-produce, and transform each other" (p. 56).</p> <hd id="AN0187499081-13">Raf: accepting and extending invitations to the community of practice as a "legitimate periph...</hd> <p>As a primary teacher whose passion for the arts prompted me to pursue research in using drama-rich pedagogies for learning across the curriculum, I have long believed in the importance of children being able to develop and express their understandings through multiple modes and aesthetic experiences. However, the mentorship of my senior colleague Julie allowed me to cross the sometimes-restrictive boundaries of L1 and L2 education as a legitimate peripheral participant in a growing translanguaging CoP. Entry into this CoP allowed me to understand meaning making in a broader way. As a LPP I was able to develop my knowledgeability in this space through Julie's suggestions of readings, resources, and our research collaboration. This development also allowed me to envision new possibilities for my work in using the arts to support the language and literacy development of minoritised learners, contributing to the evolution of my identity as a teacher educator and researcher.</p> <p>I now bring a translanguaging stance to my work as a teacher educator of pre-service primary and early childhood teachers. As members of a translanguaging CoP Julie, Melissa and I have been able to work together to share pedagogy and resources across plurilingualism and the arts to revise and transform our course materials, starting to implement a translanguaging design in our respective teaching areas while pursuing our research in this area with a focus on supporting teacher practice. In working towards this goal, we have introduced translanguaging to students as a practice that empowers students to bring their entire linguistic and semiotic repertoires to their learning and communication. Many of our students find immediate philosophical alignment with a translanguaging approach, taking a translanguaging stance. However, the practical application of a translanguaging design in a culturally and linguistically diverse context like Victoria can pose challenges to teachers.</p> <p>In exploring how we might encourage the continued development and use of children's home languages while also supporting their learning in Standard Australian English, I presented my class of pre-service primary teachers with a text from the Indigenous Literacy Foundation written in a dialect of Aboriginal English. The story, "The Day I got My Licence" written by Romina Bradshaw, a 12-year-old girl, was a rollicking tale with a strong authorial voice imagining the day the author got her driver's licence with the help of a friendly police officer (Figure 4). Implementing a translanguaging design, my task for the teacher candidates was to brainstorm how we could recognise the understanding, creativity, and writing skills displayed in this engaging narrative while supporting this student to develop her use of Standard Australian English. One teacher candidate's response demonstrated the importance of welcoming our pre-service teachers into our CoP as LPPs with their own innovations to contribute.</p> <p>Graph: Figure 4. Cover and first page of "The Day I got My Licence!" written by Romina Bradshaw. Originally sourced from the indigenous literacy foundation and used in language and literacy workshop slides for pre-service primary school teachers.</p> <p>This teacher candidate, named Saredo, suggested that an organic moment of translanguaging could occur by working with the young writer to have the policeman's dialogue delivered in Standard Australian English. This suggestion represented an in-the-moment translanguaging shift that honoured the student's story and used translanguaging in an intentional way to add to the meaning of the text. It provided a targeted opportunity to work with this student to develop school literacies around Standard Australian English, empowering her to have the choice to draw on her semiotic repertoire resourcefully in a variety of contexts. Saredo's suggestion resonated with her peers in the workshop, enabling them to further develop their understanding of what translanguaging pedagogy can look like in action. I shared Saredo's idea with the second workshop I taught that week and with Julie who was inspired by the creativity of Saredo's response and the way it prioritised the young writer's meaning making intention.</p> <p>My entry into this plurilingual CoP was facilitated through an invitation from a senior colleague who enabled me to become an LPP in her area of expertise, recognising that I could contribute new ideas to our shared work. Our collaboration allowed me to develop identity as an educator with a translanguaging stance and to begin to build knowledgeability around implementing a translanguaging design in my teaching and research. This experience empowered me to extend the same invitation to my students to develop their own translanguaging stance, becoming LPPs in our TCoP with contributions to make to our developing understanding of translanguaging pedagogy. Three of these students have chosen to conduct further research in translanguaging as part of their Masters Capstone project, indicating the growth in their translanguaging identity and knowledgeability.</p> <hd id="AN0187499081-14">Melissa: joining and growing in the community of practice</hd> <p>I have written almost 10 drafts talking about 10 different things I have learned. Ultimately, what stood out to me most in my experience as part of this community of practice is the importance of considering "emotions" of "newcomers" when coming to a new space.</p> <p>Being invited by Julie to her research group on translanguaging, I was initially shy and hesitant to express my thoughts in our monthly meetings. However, most parts of our conversations are filled with a sense of friendliness and laughter, providing me with time and space to express my thoughts while also listening to and learning from the experiences of other members. Informal lunches and casual monthly meetings formed a non-threatening environment not only contributing to the development of social relations but also allowing knowledge, play, and experimentation. This environment has transformed my feelings of awkwardness and worry about working with senior colleagues into feelings of enthusiasm in making my contribution.</p> <p>Despite my enthusiasm, I was initially hesitant about participating in various scholarly activities, such as academic poster design, abstract writing, and conference presentations, which were new to me as a doctoral student. However, I was very excited by the opportunities for everyone including "newcomers" like me to participate through a series of low-stakes, manageable, and strengths-based tasks. The tasks were distributed in ways that members could take up according to their strengths. Our first project was to create a poster to share with our faculty around how to identify our language and meaning making resources as initial teacher educators and researchers. We each contributed our own language portraits and narrative based on this topic. Julie noticed that I was nervous when talking to new people and provided me with another entry point to participate in the "Community of Practice" as a "Legitimate Peripheral Participant." Julie tasked me with developing options for our poster design drawing on my multimodal skills. In the process of discussing the visual representation of each member's story, I was able to identify my narrative on "Activating my Knowledge Resources in Multiple Languages for Teaching" a helpful starting point for me to develop my translanguaging stance. Along with developing my translanguaging stance, I have gained significant confidence through collaborating with my colleagues to accomplish various academic milestones. We gained positive feedback when presenting our poster in our faculty conference (see Appendix B). I was then able to take a leading role in our Community of Practice (Figure 5), finding opportunities to publish our work and by reworking and presenting our poster at an international conference where it won second place. More recently, I was invited to speak about the development of our Translanguaging Community of Practice at our faculty's Diversity and Inclusion Committee meeting. The committee hoped to learn from our findings in creating their own Communities of Practice.</p> <p>Graph: Figure 5. Members of the TCoP celebrate after presenting our work at the faculty conference.</p> <p>Reflecting on this journey, I see the transformation of my identity as a "legitimate" translanguaging researcher and educator. I realise the crucial role that "affect" plays in becoming a researcher and educator as part of a Translanguaging Community of Practice. As a translanguaging researcher, I have become more aware of the emotions of my participants. With an awareness of the role that emotions play in this space, I prioritise building a relationship with my participants over immediately starting data collection. The social relations built over one semester have helped me and my participants to engage in rich and meaningful conversations in which my participants are feeling safe to tell me their life histories, learning experiences, emotions, etc. They became more open to show me their complex translanguaging practices that go beyond translating from one language to another (as observed generally in the class) but also their ways of finding information, their strategies in reading an academic article, and so on. As an educator with a translanguaging stance, awareness of students' emotions is also transformative for my teaching practice. I now see my students as also newcomers to this academic community and developing their confidence is an important entry point into their learning.</p> <hd id="AN0187499081-15">Discussion</hd> <p>In addressing the research question, this section will identify the elements that motivate scholars to create, develop, and sustain a "heterarchical" Community of Practice where members can develop their translanguaging "knowledgeability" and "identity."</p> <hd id="AN0187499081-16">Creating the TCoP</hd> <p></p> <hd id="AN0187499081-17">Initiating the community of practice</hd> <p>Despite the heterarchical nature of the CoP, analysis of our narratives demonstrates the vital importance of a leader who has both knowledgeability and identity in the space to initiate the Community of Practice and guide its development. As shown in the narratives, in this Translanguaging Community of Practice, Julie took on this role by seizing an opportunity to shape the direction of a monthly research group. Julie's expertise in translanguaging made her the lynchpin of the Community. However, in extending invitations to colleagues with diverse experiences and expertise, she initiated a heterarchical Community of Practice where members' translanguaging knowledgeability and identity, including her own, would develop in dynamic, interactive, and fluid ways. This aligns with Wenger-Trayner and Wenger-Trayner's and Wenger-Trayner ([<reflink idref="bib43" id="ref53">43</reflink>]) conceptualisation of leadership in Communities of Practice as a distributed function that emerges through participation and engagement, rather than traditional hierarchical authority. In effective CoPs, leaders create conditions for meaningful participation and collaborative knowledge construction.</p> <hd id="AN0187499081-18">Accepting invitations to the community of practice</hd> <p>All three narratives demonstrate the importance of Legitimate Peripheral Participation in creating a Community of Practice. For Raf, Julie's invitation to join the Community of Practice allowed her to make the choice to cross the perceived boundaries that separate the teaching of language and literacy to first language speakers of English and speakers of English as an additional language. Melissa's invitation to the Community of Practice as a Legitimate Peripheral Participant stemmed from her research focus in her PhD. However, Melissa's entry into the Community of Practice still involved choice and boundary crossing, moving from PhD student to colleague. For Melissa, in particular, the affective dimensions of the Community of Practice were central to her legitimate peripheral participation.</p> <hd id="AN0187499081-19">Attending to "affect" within the community of practice</hd> <p>Having initiated the Translanguaging Community of Practice that enabled us to develop a Translanguaging Stance, building relationships was crucial in establishing the foundation for our collaborative work. The narratives show that these connections were built through informal social gatherings and formal scholarly activities where knowledge, play, and experimentation combined to solidify our CoP. Melissa's narrative reveals the importance of providing low stakes, manageable, strength-based entry points to legitimate peripheral participation. In recognising her initial shyness to contribute verbally to the community, Julie's invitation to design the poster, drawing on Melissa's multimodal skills, provided such an entry point from which her confidence flourished. The importance of affect in Communities of Practice has been highlighted by Farnsworth et al. ([<reflink idref="bib11" id="ref54">11</reflink>]), who argue that emotional dimensions are integral to learning and participation. Similarly, Ahmed ([<reflink idref="bib1" id="ref55">1</reflink>]) demonstrates how emotions are not simply individual psychological states but social and cultural practices that shape how bodies move towards and away from other bodies, including in academic contexts.</p> <hd id="AN0187499081-20">Developing the TCoP</hd> <p></p> <hd id="AN0187499081-21">Valuing reciprocity within the community of practice</hd> <p>The CoP allowed for knowledge, ideas, responsibilities, and leadership in creating a collective translanguaging design to be distributed and shared. As Julie's narrative shows, she was able to draw on the experience and expertise of Raf, Melissa, and Tishya in re-envisioning the translanguaging design of her classroom task. This example demonstrates the importance of taking a reciprocal approach in working within a CoP where old-timers can expand and transform their translanguaging knowledge and identity through the input of LPP. This reciprocity aligns with research on translanguaging spaces where knowledge flows multi-directionally among participants. García et al. ([<reflink idref="bib14" id="ref56">14</reflink>]) emphasise that translanguaging pedagogies thrive in contexts where traditional hierarchies are disrupted, allowing for multidirectional flows of knowledge and expertise.</p> <hd id="AN0187499081-22">Transforming through membership of the community of practice</hd> <p>Transformations of knowledgeability and identity also happened for Raf as both a teacher educator and researcher in the translanguaging space. Her membership in the CoP empowered her to implement a translanguaging design with her students, helping them to develop their own translanguaging stance. Melissa's transformation from hesitant PhD student to an active participant to the CoP comes through strongly in her narrative. Her developing confidence as a member of the CoP empowered her to lead the presentation of the group's poster at the faculty's annual conference and sought opportunities for the group to publish our work. These transformations echo Li's ([<reflink idref="bib23" id="ref57">23</reflink>]) description of translanguaging spaces as sites for identity performance and transformation. Relatedly, Deroo and Ponzio ([<reflink idref="bib10" id="ref58">10</reflink>]) document similar identity shifts among teacher educators engaged in translanguaging Communities of Practice, noting how participants reposition themselves professionally as they develop new pedagogical approaches.</p> <p>It is worth noting that examples of pedagogy related to First Nations peoples emerged prominently in two of the three narratives. This was not a conscious decision made by the authors to highlight this aspect of their teaching. Rather, it emerged naturally through critical incidents that reflected authentic challenges the educators faced in their practice in the Australian context where long overdue progress is now being made in acknowledging the importance of Aboriginal and Torres Strait Islander histories and cultures in education. The prominence of these examples points to the way translanguaging pedagogies can support educators in navigating culturally sensitive content, providing a framework for honouring diverse knowledge systems.</p> <hd id="AN0187499081-23">Persisting to sustain the TCoP</hd> <p></p> <hd id="AN0187499081-24">Making an impact and gaining recognition through the community of practice</hd> <p>The narratives demonstrate the way our collective work has made an impact and gained recognition in our faculty and beyond. In teaching, our students' positive response to our implementation of our translanguaging design reinforces the value of this collaborative way of bringing our knowledge resources together. At the university level, the Diversity and Inclusion Committee's interest in our Community of Practice demonstrates its potential to impact faculty culture. The recognition gained through winning second place in a prestigious poster competition at an international conference raised the profile of the CoP further within our faculty and continues to motivate the TCoP to persist in expanding. As Pyrko et al. ([<reflink idref="bib32" id="ref59">32</reflink>]) argue, CoPs thrive when they can show tangible contributions to professional practice and organisational goals.</p> <hd id="AN0187499081-25">Extending invitations to the community of practice</hd> <p>Our CoP continues to expand through the invitations we extend to our students, in-service teachers, and other researchers. Raf's narrative highlights the importance of inviting pre-service teachers to become LPPs in our TCoP who have legitimate contributions of their own to make. Expanding the TCoP even further, our recognition as a legitimate group has given us the opportunity to create a university sponsored website to continue our work and to invite new members. This website seeks research projects that explore ARTP, a pedagogical approach developed by Raf and Julie through this CoP, further motivating us to persist in contributing to the development of knowledge in the field of translanguaging. This expansion strategy reflects McDonald and Cater-Steel's ([<reflink idref="bib25" id="ref60">25</reflink>]) findings that sustainable Communities of Practice continually renew themselves through strategic recruitment of new members. Recent translanguaging research by García et al. ([<reflink idref="bib14" id="ref61">14</reflink>]) emphasises the importance of bringing students into translanguaging spaces as legitimate participants, fostering intergenerational commitment to linguistic inclusivity and social justice.</p> <hd id="AN0187499081-26">Conclusion</hd> <p>The elements identified throughout this discussion interacted to create a heterarchical CoP where members could develop their translanguaging knowledgeability and identity. Even though this was a heterarchical environment, a guiding leader was required to initiate the CoP and to recognise and invite legitimate peripheral participants. These members also needed to make the choice to participate in the CoP even where this involved crossing perceived institutional boundaries. Attending to affect was a vital element in building a heterarchical rather hierarchical environment in which all members felt comfortable to contribute and take on leadership roles. Once the TCoP had been established, to continue its development, a culture of reciprocity between "oldtimers" and "newcomers" had to be established. This allowed for knowledge, responsibilities, and leadership in creating a translanguaging design for teaching and research to be shared, resulting in transformations of knowledgeability and identity for members. Finally, opportunities to share our work within and beyond the institution were important in empowering members to persist to sustain the TCoP. This positive feedback enabled the TCoP to continue to grow by extending invitations to pre-service and in-service teachers and other scholars. By illuminating these key elements, we hope to inspire and guide others in cultivating similar TCoPs that can transform pedagogies and language ideologies for more inclusive and asset-oriented educational approaches.</p> <hd id="AN0187499081-27">Acknowledgments</hd> <p>The authors would like to acknowledge the contribution of Saredo Miguil, a Teacher Candidate at the University of Melbourne, in allowing us to share her translanguaging example. We would also like to acknowledge the ongoing contributions of the wider TCoP members within our academic group.</p> <hd id="AN0187499081-28">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0187499081-29">Appendix A</hd> <p>Graph: The PowerPoint slides for debate task created through co-planning.</p> <hd id="AN0187499081-30">Appendix B</hd> <p>Graph: Poster presented at an international conference.</p> <ref id="AN0187499081-31"> <title> References </title> <blist> <bibl id="bib1" idref="ref55" type="bt">1</bibl> <bibtext> Ahmed, S. (2014). The cultural politics of emotion (2nd ed.). Edinburgh University Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref28" type="bt">2</bibl> <bibtext> Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors' language orientations and attitudes toward translanguaging. TESL Canada Journal, 36 (1), 21 – 47. https://doi.org/10.18806/tesl.v36i1.1301</bibtext> </blist> <blist> <bibl id="bib3" idref="ref15" type="bt">3</bibl> <bibtext> Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95 (3), 401 – 417. https://doi.org/10.1111/j.1540-4781.2011.01207.x</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Choi, J., Cleeve-Gerkens, R., & Ohki, S. (2024). Multilingual authors 'standing taller' in arts-rich translanguaging spaces. Language and Education, 1 – 28. https://doi.org/10.1080/09500782.2024.2348599</bibtext> </blist> <blist> <bibl id="bib5" idref="ref12" type="bt">5</bibl> <bibtext> Choi, J., Cleeve-Gerkens, R., & Tomsic, M. (2023). My book ideas were spinning in my head": Arts-rich bookmaking experiences to create and sustain multilingual children's meaning-making flows and authorial voices. TESOL Quarterly, 58 (4), 1372 – 1400. https://doi.org/10.1002/tesq.3279</bibtext> </blist> <blist> <bibl id="bib6" idref="ref13" type="bt">6</bibl> <bibtext> Choi, J., & Liu, K. (2021). Knowledge building through collaborative, translation and translanguaging practices. Journal of Language, Identity & Education, 23 (1), 141 – 156. https://doi.org/10.1080/15348458.2021.1974866</bibtext> </blist> <blist> <bibl id="bib7" idref="ref2" type="bt">7</bibl> <bibtext> Cinaglia, C., & De Costa, P. I. (2022). Cultivating critical translingual awareness: Challenges and possibilities for teachers and teacher educators. RELC Journal, 53 (2), 452 – 459. https://doi.org/10.1177/00336882221113659</bibtext> </blist> <blist> <bibl id="bib8" idref="ref16" type="bt">8</bibl> <bibtext> Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94 (1), 103 – 115. https://doi.org/10.1111/j.1540-4781.2009.00986.x</bibtext> </blist> <blist> <bibl id="bib9" idref="ref6" type="bt">9</bibl> <bibtext> Deroo, M. R., Pontier, R. W., & Tian, Z. (2022). Engaging opportunities: A small moments reflexive inquiry of translanguaging in a graduate TESOL course. Journal of Language, Identity & Education, 21 (3), 160 – 173. https://doi.org/10.1080/15348458.2022.2058511</bibtext> </blist> <blist> <bibtext> Deroo, M. R., & Ponzio, C. (2019). Confronting ideologies: A discourse analysis of in-service teachers' translanguaging stance through an ecological lens. Bilingual Research Journal, 42 (2), 214 – 231. https://doi.org/10.1080/15235882.2019.1589604</bibtext> </blist> <blist> <bibtext> Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64 (2), 139 – 160. https://doi.org/10.1080/00071005.2015.1133799</bibtext> </blist> <blist> <bibtext> Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48 (3), 454 – 479. https://doi.org/10.1002/tesq.182</bibtext> </blist> <blist> <bibtext> Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92, 102274. https://doi.org/10.1016/j.system.2020.102274</bibtext> </blist> <blist> <bibtext> García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18 (3), 203 – 228. https://doi.org/10.1080/15427587.2021.1935957</bibtext> </blist> <blist> <bibtext> García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Brookes Publishing.</bibtext> </blist> <blist> <bibtext> García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765</bibtext> </blist> <blist> <bibtext> Grapin, S. E., Ramos Borrego, M., & Navarro, V. G. (2025). Translanguaging in US K-12 science and engineering education: A review of the literature through the lens of equity. Journal of Research in Science Teaching, 62 (1), 15 – 48. https://doi.org/10.1002/tea.22012</bibtext> </blist> <blist> <bibtext> Hodges, B. H., & Geyer, A. L. (2006). A nonconformist account of the asch experiments: Values, pragmatics, and moral dilemmas. Personality and Social Psychology Review, 10 (1), 2 – 19. https://doi.org/10.1207/s15327957pspr1001_1</bibtext> </blist> <blist> <bibtext> Johnson, K. E., & Golombek, P. R. (Eds.). (2002). Teachers' narrative inquiry as professional development (1st ed.). Cambridge University Press.</bibtext> </blist> <blist> <bibtext> Lau, S. M. C., Théberge, S., & Dault, C. (2024). University researcher-instructor partnership: Co-learning of trans/plurilingual pedagogies for critical language awareness in French L2/Lx classrooms. Educational Linguistics, 3 (1), 50 – 72. https://doi.org/10.1515/eduling-2023-0018</bibtext> </blist> <blist> <bibtext> Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.</bibtext> </blist> <blist> <bibtext> Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43 (5), 1222 – 1235. https://doi.org/10.1016/j.pragma.2010.07.035</bibtext> </blist> <blist> <bibtext> Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39 (1), 9 – 30. https://doi.org/10.1093/applin/amx039</bibtext> </blist> <blist> <bibtext> Martin-Beltrán, M., Guzman, N. L., & Kidwell, T. (2019). Building a community of practice to counter the marginalisation of adolescent language learners. Language, Culture & Curriculum, 32 (2), 142 – 156. https://doi.org/10.1080/07908318.2018.1521421</bibtext> </blist> <blist> <bibtext> McDonald, J., & Cater-Steel, A. (Eds.). (2017). Communities of practice: Facilitating social learning in higher education. Springer.</bibtext> </blist> <blist> <bibtext> Mendoza, A., Hamman-Ortiz, L., Tian, Z., Rajendram, S., Ho, W. Y. J., & Tai, K. W. H. (2023). Sustaining critical approaches to translanguaging in education: A contextual framework. TESOL Quarterly, 1 – 29. https://doi.org/10.1002/tesq.3240</bibtext> </blist> <blist> <bibtext> Moll, L. (2014). L.S. Vygotsky and education. Routledge.</bibtext> </blist> <blist> <bibtext> Nunan, D., & Choi, J. (Eds.). (2010). Language and culture: Reflective narratives and the emergence of identity. Routledge.</bibtext> </blist> <blist> <bibtext> Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6 (3), 281 – 307. https://doi.org/10.1515/applirev-2015-0014</bibtext> </blist> <blist> <bibtext> Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. Modern Language Journal, 98 (3), 757 – 772. https://doi.org/10.1111/modl.12121</bibtext> </blist> <blist> <bibtext> Pontier, R. W., & Tian, Z. (2023). Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field. Educational Linguistics. https://doi.org/10.1515/eduling-2023-0014</bibtext> </blist> <blist> <bibtext> Pyrko, I., Dörfler, V., & Eden, C. (2017). Thinking together: What makes communities of practice work? Human Relations, 70 (4), 389 – 409. https://doi.org/10.1177/0018726716661040</bibtext> </blist> <blist> <bibtext> Rajendram, S. (2022). "Our country has gained independence, but we haven't": Collaborative translanguaging to decolonize English language teaching. Annual Review of Applied Linguistics, 42, 78 – 86. https://doi.org/10.1017/S0267190521000155</bibtext> </blist> <blist> <bibtext> Saldaña, J. (2021). Coding techniques for quantitative and mixed data. In A. J. Onwuegbuzie & R. B. Johnson (Eds.), The Routledge reviewer's guide to mixed methods analysis (3rd ed., pp. 151 – 160). Routledge.</bibtext> </blist> <blist> <bibtext> Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language-minoritized students. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 23 – 42). Springer.</bibtext> </blist> <blist> <bibtext> Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice. Teaching & Teacher Education, 27 (3), 648 – 656. https://doi.org/10.1016/j.tate.2010.11.003</bibtext> </blist> <blist> <bibtext> Tian, Z., & Lau, S. M. C. (2023). Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: Contextualised learning from teacher-researcher collaboration. International Journal of Bilingual Education and Bilingualism, 26 (8), 960 – 974. https://doi.org/10.1080/13670050.2022.2161815</bibtext> </blist> <blist> <bibtext> Tian, Z., & Shepard-Carey, L. (2020). (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. TESOL Quarterly, 54 (4), 1131 – 1143. https://doi.org/10.1002/tesq.614</bibtext> </blist> <blist> <bibtext> Tripp, D. (2012). Critical incidents in teaching: Developing professional judgement (2nd ed.). Routledge.</bibtext> </blist> <blist> <bibtext> Turner, M., & Lin, A. M. Y. (2024). Translanguaging: Process and power in education. Linguistics & Education, 83, 101340. https://doi.org/10.1016/j.linged.2024.101340</bibtext> </blist> <blist> <bibtext> Vaish, V. (2019). Challenges and directions in implementing translanguaging pedagogy for low achieving students. Classroom Discourse, 10 (3–4), 274 – 289. https://doi.org/10.1080/19463014.2019.1628790</bibtext> </blist> <blist> <bibtext> Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit & L. Moll (Eds.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181</bibtext> </blist> <blist> <bibtext> Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. https://wenger-trayner.com/introduction-to-communities-of-practice/</bibtext> </blist> </ref> <aug> <p>By Julie Choi; Rafaela Cleeve Gerkens and Melissa Jufenna Slamet</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Julie Choi is Associate Professor (Additional Languages) and leads the Master of TESOL and Modern Languages Education courses in the Faculty of Education, University of Melbourne.</p> <p>Rafaela Cleeve Gerkens is a Lecturer in Language and Literacy Education and the Arts at the University of Melbourne, researching arts-rich pedagogy for learning across the curriculum.</p> <p>Melissa Slamet is a PhD candidate in Language and Literacy Education, University of Melbourne. Her research explores critical multilingual language awareness development in teacher education.</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib13" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib41" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib20" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib38" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib29" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl11" bibid="bib26" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib40" firstref="ref19"></nolink> <nolink nlid="nl13" bibid="bib42" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib12" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib30" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib27" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib35" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib22" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib37" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib10" firstref="ref37"></nolink> <nolink nlid="nl21" bibid="bib31" firstref="ref40"></nolink> <nolink nlid="nl22" bibid="bib33" firstref="ref41"></nolink> <nolink nlid="nl23" bibid="bib24" firstref="ref43"></nolink> <nolink nlid="nl24" bibid="bib18" firstref="ref44"></nolink> <nolink nlid="nl25" bibid="bib19" firstref="ref45"></nolink> <nolink nlid="nl26" bibid="bib28" firstref="ref46"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref48"></nolink> <nolink nlid="nl28" bibid="bib39" firstref="ref49"></nolink> <nolink nlid="nl29" bibid="bib34" firstref="ref51"></nolink> <nolink nlid="nl30" bibid="bib43" firstref="ref53"></nolink> <nolink nlid="nl31" bibid="bib11" firstref="ref54"></nolink> <nolink nlid="nl32" bibid="bib14" firstref="ref56"></nolink> <nolink nlid="nl33" bibid="bib32" firstref="ref59"></nolink> <nolink nlid="nl34" bibid="bib25" firstref="ref60"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1481515
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Sustaining a Translanguaging Community of Practice: A Narrative Inquiry by Teacher Educators
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Julie+Choi%22">Julie Choi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3047-092X">0000-0003-3047-092X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rafaela+Cleeve+Gerkens%22">Rafaela Cleeve Gerkens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7351-4713">0000-0001-7351-4713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+Jufenna+Slamet%22">Melissa Jufenna Slamet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6216-464X">0000-0001-6216-464X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2025 53(4):428-448.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1359866X.2025.2495772
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1359-866X<br />1469-2945
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students' full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of Practice (TCoPs) to form and evolve equitably. Through narrative inquiry, the authors examine critical incidents that enabled them to create and sustain their TCoP. Findings reveal key elements: an initiating leader, accepting invitations for legitimate peripheral participation, attending to affective dimensions, valuing reciprocity, enabling identity transformations, making impact, and extending invitations. The authors argue that such communities empower scholars to broaden pedagogical practices in linguistically diverse contexts. The study highlights TCoPs' potential in meeting the challenge of enacting translanguaging design and fostering inclusive approaches to language teaching and learning. Despite constraints, collaboration within a TCoP allowed members to develop pedagogies that leverage students' full linguistic repertoires.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1481515
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481515
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1359866X.2025.2495772
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 428
    Subjects:
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Translation
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Scholarship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Sustaining a Translanguaging Community of Practice: A Narrative Inquiry by Teacher Educators
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Julie Choi
      – PersonEntity:
          Name:
            NameFull: Rafaela Cleeve Gerkens
      – PersonEntity:
          Name:
            NameFull: Melissa Jufenna Slamet
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1359-866X
            – Type: issn-electronic
              Value: 1469-2945
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Asia-Pacific Journal of Teacher Education
              Type: main
ResultId 1