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This chapter shares insights from a yearlong professional learning study conducted in the U.S. Northeast, exploring the possibilities and constraints that one language teacher experienced at micro (individual), meso (institutional), and macro (ideological) levels for designing and implementing translanguaging pedagogy in a Spanish/English dual language bilingual education (DLBE) program. We bring together two lenses on language teacher agency—as socioculturally mediated and ecologically situated—to examine the mediating influences on language teacher agency at each level. Findings reveal how the focal teacher’s linguistic background, motivation, and role as the sole sixth-grade English language arts and math teacher were central mediating factors in ways that both limited and facilitated her agency to take up translanguaging pedagogy. They also highlight the crucial roles of collective and individual reflection and meaningful application for cultivating language teacher agency.

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“I Became More Flexible”: Combating English Hegemony in Dual Language Bilingual Education Through Translanguaging Pedagogy

  • 章节

  • 发表日期：

    2026年

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  • Laura Hamman-Ortiz,
  • Sarah Hesson

摘要

This chapter shares insights from a yearlong professional learning study conducted in the U.S. Northeast, exploring the possibilities and constraints that one language teacher experienced at micro (individual), meso (institutional), and macro (ideological) levels for designing and implementing translanguaging pedagogy in a Spanish/English dual language bilingual education (DLBE) program. We bring together two lenses on language teacher agency—as socioculturally mediated and ecologically situated—to examine the mediating influences on language teacher agency at each level. Findings reveal how the focal teacher’s linguistic background, motivation, and role as the sole sixth-grade English language arts and math teacher were central mediating factors in ways that both limited and facilitated her agency to take up translanguaging pedagogy. They also highlight the crucial roles of collective and individual reflection and meaningful application for cultivating language teacher agency.