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Data came from a teacher education course in Ontario, including responses to the Pedagogical Content Knowledge for Language-Inclusive Teaching (PeCK–LIT) Test and candidates’ unit and lesson plans. Analytical codes drew on translanguaging literature, covering monolingual vs translanguaging stances, scaffold and resource uses, teacher- and student-directed intentionality, and mono- vs multimodal support. 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Data weredrawn from a course on supporting multilingual learners in a teacher education program inOntario. Data sources were responses to the Pedagogical Content Knowledge for Language -Inclusive Teaching (PeCK–LIT) Test, and TCs’unit plans and lesson plans. Analytical codeswere derived from the literature on translanguaging: monolingual and translanguagingstance, translanguaging as a scaffold and resource, teacher-directed and student-directed,intentional and spontaneous translanguaging, and supporting monomodality andmultimodality. Findings demonstrate the use of translanguaging strategies such asmultilingual word walls and online translation tools. However, there were constraints to TCs’stances, such as allowing translanguaging as a temporary scaffold towards English-onlyinstruction and approaching writing as a discrete rather than multimodal skill. The paperrecommends ways TCs can be supported in developing a holistic understanding oftranslanguaging and multimodality.  \n## Résumé\n\nCette étude explore les postures des personnes enseignantes en formation initiale et leurutilisation du translanguaging et de la multimodalité pour soutenir l'écriture des apprenantsmultilingues de lamaternelle à la 12e année. Les données, recueillies dans le cadred'un coursportant sur les apprenants multilingues dans un programme de formation des enseignants enOntario, proviennent de réponses au test Pedagogical Content Knowledge for Language -Inclusive Teaching (PeCK-LIT) et des plans de cours de ces personnes enseignantes enformation initiale. Les codes analytiques qui ont guidé l’analyses sont : posture monolingueet translanguaging, translanguaging comme soutien et ressource, translanguaging dirigé parl'enseignant et par l'élève, translanguaging intentionnel et spontané, et soutien à la mono- età la multimodalité . Les résultats indiquent le recours à des stratégies de translanguaging.Cependant, ces stratégies sont parfois misent en œuvre de façon restrictive, notamment,permettre le translanguaging comme soutien temporaire vers un enseignement  \nCanadian Journal of Applied Linguistics, Special Issue, 25, 3 (2022): 33-65  \nCJAL * RCLA Rajendram, Burton, Wong & Bale 34  \nexclusivement en anglais ou encore aborder la didactique de l'écriture comme unecompétence isolée plutôt que multimodale. Les auteurs proposent des moyens afin desoutenir les personnes enseignantes en formation à développer une compréhension holistiquedu translanguaging et de la multimodalité .  \n## Examining Teacher Candidates’ Pedagogical Practices and Stances TowardsTranslanguaging and Multimodality in Writing\n\nIn October 2020, the Canadian government announced that it would welcome over400,000 immigrants per year moving forward. The fast-growing population of newcomersto Canada corresponds with the increasing number of languages that are spoken. In 2017, itwas reported that at least 200 languages were spoken in Canada (Press, 2017), making itone of the most linguistically diverse countries in the world. With an ever-increasingpopulation of multilingual speakers, Canadian teacher education programs (TEPs) need toadequately prepare pre-service teacher candidates (TCs) for the linguistic diversity presentin the classrooms in which they will be teaching. In 2015, the Ontario governmentamended Regulation 347/02 Accreditation of Teacher Education Programs under itsOntario College of Teachers Act, 1996. The amended policy entailed structural changes toTEPs such as doubling the minimum time re","cbCaiebetTznHE4o","https://ap.wps.com/l/cbCaiebetTznHE4o","pdf",1326118,33,"English","# Abstract\n## Translanguaging, Multimodality and Writing","[{\"question\":\"What did the study investigate about teacher candidates?\",\"answer\":\"It examined pre-service teacher candidates’ stances and their use of translanguaging and multimodality to support K-12 multilingual learners’ writing.\"},{\"question\":\"What data sources were used?\",\"answer\":\"Data were drawn from a teacher education course in Ontario, including responses to the PeCK–LIT Test and candidates’ unit plans and lesson plans.\"},{\"question\":\"What main findings were reported?\",\"answer\":\"Findings showed that teacher candidates used translanguaging strategies such as multilingual word walls and online translation tools, but also faced constraints related to English-only movement and treating writing as a discrete skill rather than multimodal.\"}]","Examining Teacher Candidates’ Pedagogical Practices and Stances Towards Translanguaging and Multimodality in Writing | PDF",1792082847,83]