Cultivating shared translanguaging professional vision with an ESL teacher team

As migration and demographic change reshape classrooms across the world, educators have increasingly looked to translanguaging pedagogies as a way to engage minoritized speakers in more equitable and asset-oriented learning opportunities. This study extends scholarship on teacher learning of translanguaging pedagogy by investigating the benefits of collaboration within teacher teams to develop shared translanguaging professional vision (TPV). We propose TPV as a new construct, combining translanguaging theory with frameworks of professional vision and teacher language awareness (TLA), to describe the social processes through which educators co-construct shared ways of noticing and responding to student language use.Using design-based research, we worked with a middle-grades ESL team to implement a collaborative translation activity. Discourse analysis of PLC sessions revealed how teachers collectively established locally responsive norms for classroom language use by leveraging the three domains of TLA. The team negotiated linguistic ambiguities, analyzed student translation patterns, and wrestled with integrating language and content goals. Findings highlight collective metalinguistic noticing as a key practice for cultivating TPV, allowing all teachers to develop critical multilingual awareness regardless of their language background.