Teachers’ Translingual Composing: How Preservice Teachers Responded to Invitations to Write Using Multiple Languages

To support multilingual learners' (MLs) translingual composing, teachers need experiences with translingual composing. We explore this issue, asking: How did PSTs take up invitations to compose translingual text? and How did they describe their experiences with and learning from this process? Data for this qualitative study come from a PST education course focused on K-5 literacy instruction for MLs, which included a writing workshop that invited PSTs to compose translingual texts. Data include teaching materials, PSTs' texts, and survey/reflection responses. Texts were coded to identify how languages were used, and surveys/reflections were coded to identify themes in how PSTs talked about translingual composing. Analyses show how 71% PSTs used multiple languages in writing, and patterns in their perceptions of this experience, including engaging in reflection, experiencing tensions, recognizing the value of translingual composing, and making connections to teaching. Implications for teacher education and preparation to work with MLs are discussed.