University of Illinois Urbana-Champaign

Translanguaging in a midwestern U.S. university: Perspectives across two disciplines

McCann, Madison Lynn

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https://hdl.handle.net/2142/125666

Description

Title
Translanguaging in a midwestern U.S. university: Perspectives across two disciplines
Author(s)
McCann, Madison Lynn
Issue Date
2024-06-28
Director of Research (if dissertation) or Advisor (if thesis)
Mendoza, Anna
Committee Member(s)
Sadler , Randal
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
  • translanguaging
  • higher education
  • ESL
  • teaching assistants
  • pedagogy
Abstract
This study investigated the perspectives and attitudes of teaching assistants (TAs) towards translanguaging in ESL and Computer Science programs at the University of Illinois Urbana-Champaign. Grounded in García and Wei's translanguaging theory (2014) and Cummins' Common Underlying Proficiency (1981), this research aimed to understand how TAs perceive the integration of students' native languages (L1) with English (L2) in their teaching practices. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 22 TAs across the ESL program and Computer Science department. The results of the study indicated that TAs' attitudes towards translanguaging differed significantly between ESL and Computer Science. In ESL, TAs had a prior background in (language) education and were to some extent familiar with L1 scaffolding and drawing on students’ prior cultural knowledge. They had mixed but overall slightly positive views towards translanguaging, noting its benefits for language acquisition and student engagement, although their uses of it were “in the moment” and related to oral discussions of content. In contrast, all but one TA in Computer Science showed negative views, which could be related to their relative lack of exposure to teacher training and the nature of their courses, which were not discussion-based. Both groups had a minority of individuals that were particularly enthusiastic about translanguaging, and findings from both groups suggested that they could both benefit from training in why translanguaging is important in all disciplines and how to incorporate it into lessons in planned and systematic ways. These insights contribute to the broader discourse on translanguaging in education, emphasizing the importance of considering disciplinary contexts when promoting inclusive pedagogical practices for all students.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125666
Copyright and License Information
Copyright 2024 Madison McCann

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