From Deficit to Diversity: How Teachers of Recently Arrived Emergent Bilinguals Negotiate Ideological and Pedagogical Change

Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary teachers of English as a new language uncover the diversity of their recently arrived emergent bilingual population by implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers’ shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.