Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs

Abstract

Translanguaging has become a particularly relevant (and controversial) concept for the field of bilingual education, with concrete implications for teacher preparation programs serving teacher candidates (TCs) who may identify as heritage speakers of Spanish. However, the regard and understanding of translanguaging, its pedagogical potential, and the positionality to implement it are not evenly distributed among stakeholders involved in the teacher preparation process. This article explores the relationship among California public teacher preparation programs, their bilingual teacher candidates, and the districts that host their field placements that ultimately hire them. Building on the metaphorical concepts of ideological and implementational spaces (Flores & Schissel, 2014), the space between and encompassing the overlap between credentialing programs and school districts is characterized as a friction space beset by tensions between monoglossic and heteroglossic stances and the pragmatism of “entering the workforce.” The dynamics of this space are illustrated in five retratos constructed on qualitative data obtained through semistructured interviews. Based on the author's localized experiences, the article concludes by proposing approaches to navigate the friction space, reinforce the bilingual candidates' counterideological stances, and advance a much-needed productive dialogue in the teacher preparation ecology.