New Open-Access Article: Grappling with Translanguaging as TESOL Teacher Educators

[Zhongfeng Tian]

Dear colleagues, 

We are pleased to share our new open-access article (see attached) recently published in Education Sciences:

Tian, Z., & Wong, C.-Y. (2026). Grappling with translanguaging as TESOL teacher educators: A collaborative self-study. Education Sciences, 16(6), 833. https://doi.org/10.3390/educsci16060833

In this collaborative self-study, we reflect on our experiences as multilingual, transnational TESOL teacher educators working to integrate translanguaging into teacher preparation programs in the United States. Drawing on structured reflections and teaching artifacts, we examine the ideological, pedagogical, and institutional tensions that emerged as we attempted to move beyond monolingual assumptions in TESOL education.

Our findings highlight:

• ideological reorientations around language and identity,
• pedagogical tensions in implementing translanguaging, and
• the importance of collaborative dialogue and professional learning communities in sustaining this work.

We hope this article contributes to ongoing conversations about translanguaging, TESOL teacher education, and multilingual justice in higher education contexts.

Thank you for reading and sharing.

Best regards,
Zhongfeng & Cathy 

Zhongfeng Tian (田中锋), Ph.D. 

Associate Professor of Bilingual Education  

Department of Urban Education  

Rutgers University–Newark

Co-Chair, Translanguaging + AI Lab  

Vice Chair, ACTFL Research SIG 

Associate Editor, International Journal of Bilingual Education and Bilingualism

Associate Editor, The Modern Language Journal 

Associate Editor, Diaspora, Indigenous, and Minority Education

(Faculty Webpage; ResearchGate; LinkedIn; Scopus)