Navigating Tensions: The Dynamic Growth of Preservice Teachers' Critical Translingual Stance in Partnership with Refugee Children
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| Title: | Navigating Tensions: The Dynamic Growth of Preservice Teachers' Critical Translingual Stance in Partnership with Refugee Children |
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| Language: | English |
| Authors: | Katie Trautman (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(2):301-320. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Refugees, Preservice Teachers, Reading Instruction, Methods Courses, Code Switching (Language), Language Usage, Student Attitudes, Culturally Relevant Education, English Learners, Immigrants, Foreign Countries, Ideology |
| Geographic Terms: | United States, Afghanistan |
| ISSN: | 1307-9298 |
| Abstract: | This comparative case study explores how two preservice teachers (PTs), working with recently arrived Afghan refugee students in a reading methods course, navigated and enacted critical translingual stances, despite the course's absence of explicit translanguaging pedagogy. Framed by Critical Translingual Approach and Culturally Disruptive Pedagogy, this study analyzes the non-linear, situated development of two racially, ethnically, and linguistically different PTs' ideological stances and pedagogical choices. Findings illustrate the tensions PTs experienced as they sought to recognize and affirm their students' full linguistic and cultural repertoires while contending with normative language ideologies, conflicting expectations, and narrow views of literacy. The study highlights the importance of critical joy, relationship building, and oral storytelling as literacy practices, while also pointing to the need for deeper theoretical and experiential preparation in teacher education. We end with a call for teacher educators to embed justice-oriented approaches across the curriculum and to create and sustain ruptures that invite the confrontation of whiteness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505404 |
| Database: | ERIC |
| Abstract: | This comparative case study explores how two preservice teachers (PTs), working with recently arrived Afghan refugee students in a reading methods course, navigated and enacted critical translingual stances, despite the course's absence of explicit translanguaging pedagogy. Framed by Critical Translingual Approach and Culturally Disruptive Pedagogy, this study analyzes the non-linear, situated development of two racially, ethnically, and linguistically different PTs' ideological stances and pedagogical choices. Findings illustrate the tensions PTs experienced as they sought to recognize and affirm their students' full linguistic and cultural repertoires while contending with normative language ideologies, conflicting expectations, and narrow views of literacy. The study highlights the importance of critical joy, relationship building, and oral storytelling as literacy practices, while also pointing to the need for deeper theoretical and experiential preparation in teacher education. We end with a call for teacher educators to embed justice-oriented approaches across the curriculum and to create and sustain ruptures that invite the confrontation of whiteness. |
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| ISSN: | 1307-9298 |
