Speaker
Description
This longitudinal study examined student-teachers’ translanguaging, multilingual, and plurilingual (TMP) pedagogies using a systems-informed approach. Six ADUMA pedagogical variables were tracked across pre-practicum (Time 1) and post-practicum (Time 2): teacher collaborative pedagogical practice, school organisational ethos (SOE), classroom nano-communities of practice (CNCOFP), teacher multilingual instruction, school meso-landscape, and multilingual resources and infrastructure (MRI). The TMP outcome captured a professional role transition from secondary English learner preference to active classroom translanguaging teaching frequency.Permutation-based Network Comparison Tests (1000 iterations) revealed significant longitudinal network reconfiguration (M = 0.3727, p = .024), shifting from a sparse Time 1 network (SOE–TMP = 0.1023) to a dense Time 2 ecosystem dominated by the CNCOFP–TMP hub (0.3727). Global density remained stable (S = 1.1009, p = .354). Significant edge shifts occurred for SML–CNCOFP, CNCOFP–TMP, and CNCOFP–MRI, with the latter turning negative (-0.1065), suggesting a Compensatory Peer-Support Mechanism: resource scarcity drives student-led translanguaging groups. Centrality stability was zero at Time 1 and exploratory at Time 2, indicating edges, not centrality rankings, are the stable inference network. Mixed-effects regression (R² = 39.9%, up from 24.3%) showed SOE as a stable positive predictor (b = 0.28, p = .008), while CNCOFP produced a strong Time-by-Predictor interaction (β = 0.53, p < .001). Classroom social micro-dynamics become the dominant driver once student-teachers enter active practice. Teacher training should therefore shift from administrative checklists to managing classroom social dynamics.
| ORCiD | 0000-0002-2743-033X |
|---|---|
| Keywords | translanguaging; multilingualism; plurilingualism; student-teacher practicum |