{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125666"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125666","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Translanguaging in a midwestern U.S. university: Perspectives across two disciplines","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_has_math":false,"creators":["McCann, Madison Lynn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Mendoza, Anna","Sadler , Randal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-28","date_published":"2024-06-28","updated_at":"2026-07-22T22:25:02Z","subjects":["Translanguaging","Higher Education","Esl","Teaching Assistants","Pedagogy"],"languages":["en","eng"],"rights":["Copyright 2024 Madison McCann"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125666","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mendoza, Anna","Sadler , Randal"]},{"key":"dc:creator","label":"Author","values":["McCann, Madison Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-06-28","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Translanguaging","Higher Education","Esl","Teaching Assistants","Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Madison McCann"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125666"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Madison McCann, accepted the attached license on 2024-06-27 at 12:12.","The student, Madison McCann, submitted this Thesis for approval on 2024-06-27 at 12:14.","This Thesis was approved for publication on 2024-06-28 at 12:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20828 on 2025-02-04 at 21:15:41","This study investigated the perspectives and attitudes of teaching assistants (TAs) towards translanguaging in ESL and Computer Science programs at the University of Illinois Urbana-Champaign. Grounded in García and Wei's translanguaging theory (2014) and Cummins' Common Underlying Proficiency (1981), this research aimed to understand how TAs perceive the integration of students' native languages (L1) with English (L2) in their teaching practices. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 22 TAs across the ESL program and Computer Science department. The results of the study indicated that TAs' attitudes towards translanguaging differed significantly between ESL and Computer Science. In ESL, TAs had a prior background in (language) education and were to some extent familiar with L1 scaffolding and drawing on students’ prior cultural knowledge. They had mixed but overall slightly positive views towards translanguaging, noting its benefits for language acquisition and student engagement, although their uses of it were “in the moment” and related to oral discussions of content. In contrast, all but one TA in Computer Science showed negative views, which could be related to their relative lack of exposure to teacher training and the nature of their courses, which were not discussion-based. Both groups had a minority of individuals that were particularly enthusiastic about translanguaging, and findings from both groups suggested that they could both benefit from training in why translanguaging is important in all disciplines and how to incorporate it into lessons in planned and systematic ways. These insights contribute to the broader discourse on translanguaging in education, emphasizing the importance of considering disciplinary contexts when promoting inclusive pedagogical practices for all students."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Translanguaging in a midwestern U.S. university: Perspectives across two disciplines"]}]}],"canonical_facts":{"dc:contributor":["Mendoza, Anna","Sadler , Randal"],"dc:creator":["McCann, Madison Lynn"],"dc:date":["2024-06-28","2024-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Madison McCann, accepted the attached license on 2024-06-27 at 12:12.","The student, Madison McCann, submitted this Thesis for approval on 2024-06-27 at 12:14.","This Thesis was approved for publication on 2024-06-28 at 12:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20828 on 2025-02-04 at 21:15:41","This study investigated the perspectives and attitudes of teaching assistants (TAs) towards translanguaging in ESL and Computer Science programs at the University of Illinois Urbana-Champaign. Grounded in García and Wei's translanguaging theory (2014) and Cummins' Common Underlying Proficiency (1981), this research aimed to understand how TAs perceive the integration of students' native languages (L1) with English (L2) in their teaching practices. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 22 TAs across the ESL program and Computer Science department. The results of the study indicated that TAs' attitudes towards translanguaging differed significantly between ESL and Computer Science. In ESL, TAs had a prior background in (language) education and were to some extent familiar with L1 scaffolding and drawing on students’ prior cultural knowledge. They had mixed but overall slightly positive views towards translanguaging, noting its benefits for language acquisition and student engagement, although their uses of it were “in the moment” and related to oral discussions of content. In contrast, all but one TA in Computer Science showed negative views, which could be related to their relative lack of exposure to teacher training and the nature of their courses, which were not discussion-based. Both groups had a minority of individuals that were particularly enthusiastic about translanguaging, and findings from both groups suggested that they could both benefit from training in why translanguaging is important in all disciplines and how to incorporate it into lessons in planned and systematic ways. These insights contribute to the broader discourse on translanguaging in education, emphasizing the importance of considering disciplinary contexts when promoting inclusive pedagogical practices for all students."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125666"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Madison McCann"],"dc:subject":["Translanguaging","Higher Education","Esl","Teaching Assistants","Pedagogy"],"dc:title":["Translanguaging in a midwestern U.S. university: Perspectives across two disciplines"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}