As a current MSEd TESOL student at USM, and in my work with English Language Learners, I am researching ways to develop a creative translanguaging pedagogical framework to cultivate the diverse synergy that exists in the dynamic flow – the movimiento – of the translanguaging corriente that lives within a classroom of multilingual speakers.
My goal for the future is to create a collaborative publication called the New Mainers’ Almanac, which will establish space for the creative exploration of cultural identities on an individual and collective level. My translanguaging pedagogical framework involves New Mainers’ personal ethnographic depictions, including recipes, stories, personal narratives, poetry, folklore, music, and artwork, which will be curated for publication at a later date. If you’d like to learn more about participating in the future, please get in touch!
The world of language is beautiful in its simplicity and in its complexity, especially among individuals who have mastered multilingualism as second nature in a way that is a living, breathing art connecting the linguistic landscapes of their lives. Multilingual individuals, families and communities effortlessly navigate the flow of their diverse linguistic repertoires while translanguaging as a way of interweaving the cultural threads of their identities that are shaped by their surroundings.
My goal is to find ways to navigate these linguistic landscapes and cultivate the “‘translanguaging corriente’ in which an educator flows linguistically alongside their students, navigating the surges, backflows, whirlpools, and eddies of the larger conversational river,” (Henderson et al., 2018) while facilitating opportunities for creative personal expression through an ethnographic lens. This will lend itself to the future development of a culturally-responsive translanguaging pedagogical framework that opposes traditional monolinguistic, ethnocentric educational approaches, which do not account for the dynamic flow of rich cultural experiences that exists within the classroom.
I will analyze the nature of translanguaging in relation to creativity and the development of identity on an individual and collective level by: exploring ways in which to leverage translanguaging within the classroom; establishing a foundation for learning within contextualized creativity, involving creative writing, poetry, visual arts, and a literary magazine; and “providing a path to understand the borderlands of language” in the local, national, and global communities (Kasula, 2016).
Please continue to the following pages to read my Philosophy of Teaching, my definition of culture, my autoethnography, and a synthesis of my most recent research involving creativity and translanguaging.