Presentation Strand
Dual Language/Dual ImmersionPresentation Delivery Language
EnglishDescription
This study presents the experiences of three Dual Language (DL) teachers in Southern California, focusing on the challenges of implementing translanguaging in their classrooms and the implications for educational policy. A Dynamic Bilingualism approach supports students' fluidity in multiple languages and is essential for effective translanguaging(Garcia & Wei, 2015). Policymakers must address resistance and lack of support for moving towards implementing translanguaging in the dual language classroom. DL teachers call for collaborative policies and practices that support multilingualism, consider power structures, and promote social justice and equity. Implications of this work call for translanguaging strategies in various contexts in dual language classrooms.