2026-09-22T18:12:35Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129710 2026-02-05 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-05-01 The student, Jiadi Zhang, accepted the attached license on 2025-04-22 at 12:11. The student, Jiadi Zhang, submitted this Dissertation for approval on 2025-04-22 at 12:20. This Dissertation was approved for publication on 2025-04-23 at 09:11. DSpace SAF Submission Ingestion Package generated from Vireo submission #21888 on 2025-10-19 at 19:53:38 Roots and wings: Empowering translanguaging pedagogy with Chinese American bilingual community teachers Zhang, Jiadi 2025-04-23 Nuñez, Idalia Nuñez, Idalia Moller, Karla Jean Davila, Liv González , Mónica Tian, Zhongfeng translanguaging Chinese American bilingual education community school eng This dissertation examines two Chinese American bilingual teachers' translanguaging pedagogy within two Mandarin Language Arts classrooms in a community school. Drawing on a three-year ethnographic study in a Chinese Bilingual Community School, the research addresses two primary questions: 1) How do the two Chinese American bilingual teachers articulate and enact their translanguaging stance in a community school? And 2) How do two Chinese American bilingual teachers’ interactions with students and parents inform their translanguaging pedagogy? Through classroom observation, semi-structured interviews, and artifact analysis, the study documents the evolving practices of Ning and Summer—two Chinese American bilingual teachers—who leveraged their personal and professional experiences and close connections with the community they serve to inform their translanguaging pedagogy with Chinese American bilingual students. The findings reveal that translanguaging stances grow out of teachers’ transnational lived experiences, professional experiences, and critical understanding of their Chinese American students’ translanguaging needs. Moreover, teachers’ translanguaging pedagogy was continuously refined through interactions with multiple stakeholders in the community school. Students’ challenges and critiques led teachers to critically reflect and refine their translanguaging design; parents recognized as co-educators, played a crucial role in scaffolding Chinese American bilinguals’ translanguaging practices in and outside of the classroom. By expanding conceptualizations of translanguaging beyond the classroom and foregrounding community engagement, this study contributes to bilingual and biliteracy education and teacher education in bi/multilingual settings by offering ideological, pedagogical, and theoretical insights on translanguaging for teachers, teacher educators, and researchers. 2025-05 Thesis https://hdl.handle.net/2142/129710 Copyright 2025 Jiadi Zhang Curriculum and Instruction Curriculum and Instruction University of Illinois Urbana-Champaign Ph.D. Dissertation