Enacting Translanguaging Pedagogy through Informal Family Research: Preparing Elementary Preservice Teachers for Linguistic Justice with Refugee and Immigrant Children
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| Title: | Enacting Translanguaging Pedagogy through Informal Family Research: Preparing Elementary Preservice Teachers for Linguistic Justice with Refugee and Immigrant Children |
|---|---|
| Language: | English |
| Authors: | Min-Seok Choi (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(2):245-260. |
| 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: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Preservice Teachers, Multilingualism, Code Switching (Language), Student Research, Informal Education, Immigrants, Family (Sociological Unit), Language Usage, Language of Instruction, Native Language, Cultural Activities, Family Environment |
| ISSN: | 1307-9298 |
| Abstract: | Teacher education needs to prepare preservice teachers (PSTs) to develop linguistic justice and support the multilingual needs of all students. This article describes a qualitative study in which PSTs enacted an informal multilingual family research project to implement translanguaging pedagogy, creating learning experiences where students can validate their identities through learning in their home languages. Translanguaging remains a challenge for PSTs who have been trained in monolingual instructional norms. In this study, PSTs took on the roles of both researchers and teachers in a literacy methods course: observing immigrant families in an informal setting (a children's museum), reflecting on language use in home and community contexts, and designing lesson plans that incorporated translanguaging approaches. The study drew on field notes, reflective essays, and lesson plans to explore two questions: (1) How does engaging in a multilingual family research project shape PSTs' understanding of translanguaging pedagogy and their views of home language and cultural practices as learning assets? (2) How do PSTs apply translanguaging strategies in lesson planning after participating in multilingual family research? Findings showed the study facilitated PSTs to perceive translanguaging as a pedagogical stance and see home languages as legitimate resources for learning. However, some PSTs still struggled to reconceptualize home languages as anything more than a support mechanism in instruction. The study provides evidence that raciolinguistic ideologies must be challenged within teacher education, and that PSTs must be supported to maintain translanguaging practices to advance educational equity for refugee and immigrant children. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505470 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Enacting Translanguaging Pedagogy through Informal Family Research: Preparing Elementary Preservice Teachers for Linguistic Justice with Refugee and Immigrant Children – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Min-Seok+Choi%22">Min-Seok Choi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1214-9799">0000-0002-1214-9799</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jungmin+Lee%22">Jungmin Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1920-9296">0000-0003-1920-9296</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):245-260. – 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: 15 – 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="%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="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Family+%28Sociological+Unit%29%22">Family (Sociological Unit)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Activities%22">Cultural Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1307-9298 – Name: Abstract Label: Abstract Group: Ab Data: Teacher education needs to prepare preservice teachers (PSTs) to develop linguistic justice and support the multilingual needs of all students. This article describes a qualitative study in which PSTs enacted an informal multilingual family research project to implement translanguaging pedagogy, creating learning experiences where students can validate their identities through learning in their home languages. Translanguaging remains a challenge for PSTs who have been trained in monolingual instructional norms. In this study, PSTs took on the roles of both researchers and teachers in a literacy methods course: observing immigrant families in an informal setting (a children's museum), reflecting on language use in home and community contexts, and designing lesson plans that incorporated translanguaging approaches. The study drew on field notes, reflective essays, and lesson plans to explore two questions: (1) How does engaging in a multilingual family research project shape PSTs' understanding of translanguaging pedagogy and their views of home language and cultural practices as learning assets? (2) How do PSTs apply translanguaging strategies in lesson planning after participating in multilingual family research? Findings showed the study facilitated PSTs to perceive translanguaging as a pedagogical stance and see home languages as legitimate resources for learning. However, some PSTs still struggled to reconceptualize home languages as anything more than a support mechanism in instruction. The study provides evidence that raciolinguistic ideologies must be challenged within teacher education, and that PSTs must be supported to maintain translanguaging practices to advance educational equity for refugee and immigrant children. – 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: EJ1505470 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 245 Subjects: – SubjectFull: Undergraduate Students Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Student Research Type: general – SubjectFull: Informal Education Type: general – SubjectFull: Immigrants Type: general – SubjectFull: Family (Sociological Unit) Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Language of Instruction Type: general – SubjectFull: Native Language Type: general – SubjectFull: Cultural Activities Type: general – SubjectFull: Family Environment Type: general Titles: – TitleFull: Enacting Translanguaging Pedagogy through Informal Family Research: Preparing Elementary Preservice Teachers for Linguistic Justice with Refugee and Immigrant Children Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Min-Seok Choi – PersonEntity: Name: NameFull: Jungmin Lee 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 |
| ResultId | 1 |
