Exploring Elementary Teachers' Experiences in Enacting Translanguaging Practices with Migrant and Refugee Students
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| Title: | Exploring Elementary Teachers' Experiences in Enacting Translanguaging Practices with Migrant and Refugee Students |
|---|---|
| Language: | English |
| Authors: | Ekaterina Koubek (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(2):261-277. |
| 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: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Elementary School Students, Immigrants, Refugees, Student Diversity, Code Switching (Language), Language Usage, Teacher Attitudes, Teaching Methods, Social Justice |
| ISSN: | 1307-9298 |
| Abstract: | The increasing presence of migrant and refugee children in U.S. schools necessitates a critical examination of instructional practices and the development of resources that support their educational experiences. While translanguaging has gained recognition as a promising pedagogical approach, existing literature seldom addresses its application among elementary educators working with this demographic. This qualitative longitudinal case study, conducted within a refugee resettlement community, examines how two White monolingual elementary teachers navigate teaching multilingual migrant and refugee students--both as graduate students and later as in-service educators in diverse elementary classrooms. Grounded in a translanguaging framework, the study explores how the participants' beliefs and instructional practices evolved to promote educational equity, justice, and inclusivity within predominantly English-speaking contexts. Using thematic analysis. findings reveal that the teachers adopted culturally responsive and sustaining pedagogies that recognized and celebrated students' linguistic and cultural diversity. Through reciprocal teaching and collaborative dialogue, they honed asset-oriented perspectives and created a safe environment in which students became co-constructors of knowledge. By validating students' identities and displaying their own vulnerabilities, the teachers transformed power dynamics in the classroom, demonstrating how translanguaging enhances language and literacy development and leads to more equitable educational outcomes. This study advocates for pedagogical shifts that honor multilingual migrant and refugee students' linguistic resources, identities, and humanity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505406 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Elementary Teachers' Experiences in Enacting Translanguaging Practices with Migrant and Refugee Students – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ekaterina+Koubek%22">Ekaterina Koubek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9040-4751">0000-0001-9040-4751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Wasta%22">Stephanie Wasta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8352-9385">0000-0002-8352-9385</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2026 18(2):261-277. – Name: Avail Label: Availability Group: Avail 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – 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="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</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="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1307-9298 – Name: Abstract Label: Abstract Group: Ab Data: The increasing presence of migrant and refugee children in U.S. schools necessitates a critical examination of instructional practices and the development of resources that support their educational experiences. While translanguaging has gained recognition as a promising pedagogical approach, existing literature seldom addresses its application among elementary educators working with this demographic. This qualitative longitudinal case study, conducted within a refugee resettlement community, examines how two White monolingual elementary teachers navigate teaching multilingual migrant and refugee students--both as graduate students and later as in-service educators in diverse elementary classrooms. Grounded in a translanguaging framework, the study explores how the participants' beliefs and instructional practices evolved to promote educational equity, justice, and inclusivity within predominantly English-speaking contexts. Using thematic analysis. findings reveal that the teachers adopted culturally responsive and sustaining pedagogies that recognized and celebrated students' linguistic and cultural diversity. Through reciprocal teaching and collaborative dialogue, they honed asset-oriented perspectives and created a safe environment in which students became co-constructors of knowledge. By validating students' identities and displaying their own vulnerabilities, the teachers transformed power dynamics in the classroom, demonstrating how translanguaging enhances language and literacy development and leads to more equitable educational outcomes. This study advocates for pedagogical shifts that honor multilingual migrant and refugee students' linguistic resources, identities, and humanity. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1505406 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505406 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 261 Subjects: – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Immigrants Type: general – SubjectFull: Refugees Type: general – SubjectFull: Student Diversity Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Social Justice Type: general Titles: – TitleFull: Exploring Elementary Teachers' Experiences in Enacting Translanguaging Practices with Migrant and Refugee Students Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ekaterina Koubek – PersonEntity: Name: NameFull: Stephanie Wasta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1307-9298 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
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