Investigating the Development of Pre-service Teachers’ Noticing for Inclusive Translingual Instruction in Secondary Education: An Intervention Study

This paper examines the development of pre-service teachers’ competence for inclusive translingual instruction within a specialized teacher education course. Focused on leveraging students’ complete linguistic repertoires while supporting language-of-schooling development, the study investigates pre-service teachers’ noticing, a key indicator of professional competence. Despite growing research on teacher noticing, this study addresses a gap by examining noticing of language-related aspects in linguistically diverse settings. Fifty-two pre-service teachers completed pre- and post-tests using questionnaires on classroom video clips. Results show a significant increase in noticing, reflected in more sophisticated statements and a stronger focus on students’ learning processes. However, participants noticed language-of-schooling aspects more frequently than those leveraging students’ full repertoires. This suggests a positive course impact while highlighting the need for greater emphasis on the latter. The study underscores the importance of integrating translingual approaches into teacher education to enhance teachers’ ability to leverage diverse linguistic resources for inclusive instruction.