Beyond Language Barriers: A Meta-synthesis of Translanguaging-Focused Teacher Training and its Impacts on Teachers

Abstract

Translanguaging, as a pedagogical approach, has been gaining a prominence especially in bilingual and multilingual educational settings. As a strategic and intentional use of multiple languages to enhance communication and learning, this pedagogy provides potential benefits in terms of creating inclusive learning environments in such settings (Garcia & Wei, 2014). The present study synthesizes the results of the studies on translanguaging pedagogy from the teachers’ perspectives. More specifically, it analyses in what ways the translanguaging-driven teacher training programs have impacted the practitioners and their perspectives towards this bilingual pedagogy. Eleven (N=11) peer-reviewed full-length articles published between 2014 and 2023 were included from a search of three electronic databases: Web of Science, ERIC, and SCOPUS. The analysis focused on identifying common themes and patterns in how these programs influenced educators' understanding of translanguaging. The synthesis of these existing articles revealed that while the in-service teacher training programs designed based on translanguaging principles had a profound effect on reshaping most of the teachers’ conceptualizations and perceptions towards translanguaging in a positive way, they could not create significant effects in some cases, primarily due to time constraints. The study also discussed that the bilingual classroom pedagogies and professional identities of most educators underwent a change in parallel with their new insights.

Keywords: Translanguaging, Bilingual/Multilingual Education, Professional Development, Bilingual Teacher Training