9: Evolving a Critical Translanguaging Stance Toward Writing With Secondary ELA Teachers

This chapter details how professional learning can support teachers as they navigate deficit-oriented language ideologies and envision more expansive possibilities for writing and writing pedagogy. Drawing on data from a year-long professional development (PD) series, the chapter describes how the PD (a) brought forth the intertwined corrientes of translanguaging, power, and ideology and (b) invited three teachers to hone and draw on their stances to navigate these corrientes and think critically about writing and being teachers of writing.