Abstract
In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particular attention to their adoption of a translanguaging stance. Specifically, we asked: What course and field experiences support PST and ISTs’ adoption of a translanguaging stance as a part of their knowledge and dispositions as TESOL educators? Our data, comprised of multimodal discussion posts, teaching artifacts, and reflective journals, reveal that through the interplay of coursework and field experiences, Elle and Katie problematize their personal language ideologies, confront resistance to translanguaging at the school, district, and state levels, and recognize the interplay between their individual convictions and the systemic barriers in schooling. At the close of our chapter, we outline the implications of this work for teacher education programs that are committed to having their students engage in translanguaging praxis. We conclude with examples and recommendations for structuring course and fieldwork to support teacher preparation and education through a translanguaging lens.