#651: Codesign and Translanguaging as Tools to Challenge Monoglossic Spaces in Teacher Preparation

In an era where knowledge and identities have been dismantled by reductionist views and voices, this paper examines how co-design, a process of shared power and equitable voices, and translanguaging, a framework for identity development and social and linguistic justice, draw from each other to reimagine a teacher credential program. Within the context of redesigning a teacher credential program, we study how co-design processes leverage past ‘pre-service teachers’ expertise as plurilingual individuals and examine hierarchical relationships to disrupt traditional instructor roles. We examine the reproduction of power, privilege, and inequity in educational domains, employing frameworks to affirm diverse identities and challenge monolingual epistemologies. Methods include constructivist grounded theory and critical discourse analysis to understand participants' language use. Co-design sessions with faculty and alumni aim to foster equitable classroom discourse, enhancing pedagogical repertoires and challenging traditional roles to support English Learner/ Emergent Plurilingual (EL/EP) students effectively.