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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
Language: English
Authors: Katie Trautman (ORCID 0009-0006-3644-8810), Kelsie Corriston (ORCID 0000-0003-2298-4760)
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
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  Data: Navigating Tensions: The Dynamic Growth of Preservice Teachers' Critical Translingual Stance in Partnership with Refugee Children
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  Data: <searchLink fieldCode="AR" term="%22Katie+Trautman%22">Katie Trautman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-3644-8810">0009-0006-3644-8810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelsie+Corriston%22">Kelsie Corriston</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2298-4760">0000-0003-2298-4760</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2026 18(2):301-320.
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  Data: 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
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Afghanistan%22">Afghanistan</searchLink>
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  Data: 1307-9298
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 301
    Subjects:
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Immigrants
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Ideology
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      – SubjectFull: United States
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      – SubjectFull: Afghanistan
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      – TitleFull: Navigating Tensions: The Dynamic Growth of Preservice Teachers' Critical Translingual Stance in Partnership with Refugee Children
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              Y: 2026
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