Unpacking and negotiating pre-service English teachers' language ideologies: Their journey of learning to facilitate translanguaging

The inadequacy of monoglossic language ideologies in describing the fluid language practices of bi/multilinguals requires new conceptualisations of language learning and teaching in English as a foreign language (EFL) contexts. Translanguaging encompasses going between and beyond emergent bilinguals' complex and whole linguistic repertoires, adapting the concepts of creativity and criticality to the language teaching process. Although bilingualism has recently been commonplace and the goal of foreign language education, educational spaces for promoting bilingualism has been rather scarce. Considering how teachers play a fundamental role in perpetuating or disrupting hegemonic language ideologies, it is of paramount importance to act upon changing reality of bilingualism (e.g., Multilingual Turn) and harnessing its educational significance requires intervention in the form of teacher education. To address this gap, the primary purpose of this study is to explore PSTs' negotiation of language ideologies through a course centred around the principles of dynamic bilingualism as informed by heteroglossic language ideologies and this course's impact on their journey of learning to facilitate translanguaging. The data were collected through multiple research tools. Grounded theory analysis indicated that at the beginning of the course, the PSTs held monoglossic language ideologies. However, as exposure to course content increased and as they reflected more while engaging with translanguaging, they started to unlock and negotiate their existent language ideologies and a shift towards heteroglossic language ideologies occurred. Further discussions and implications for critical engagement of translanguaging pedagogy in pre-service teacher education are provided in this study.