Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom

Abstract Despite the extensive research on translanguaging in bi/multilingual classrooms, context of first language (L1) classrooms remains scarce. This study fills gap by examining how a space was created an L1 classroom to prepare students inhabit world with different linguistic and cultural practices. The data were based ethnographic project first-grade English Language Arts U.S. Multimodal Conversation Analysis Interpretative Phenomenological methods employed for analysis. revealed that such encouraged view diverse languages as resources appreciate diversity community. teacher’s ability create her shaped pedagogical knowledge gained from teacher training programme. As such, we posit significance all pre- in-service teachers acquire develop students’ social-emotional well-being their identities citizens this multilingual multicultural world.