Infusing Translanguaging Into the Foundations of SLA Graduate Course Through Critical Peer Collaborations.

This article focuses on a collaborative effort by two language teacher educators to redesign Foundations of Second Language Acquisition (SLA) courses in U.S. graduate programs by integrating translanguaging pedagogies and critical perspectives to better reflect multilingual realities. Through dialogic narrative inquiry over eight sessions, the educators examined their respective courses—one for Spanish language teachers and one for TESOL (Teaching English to Speakers of Other Languages) students—highlighting four emergent themes: engaging instructor personhood in pedagogy, providing meta-modeling of teaching practices, recognizing students as agentive multilingual users across modes, and fostering a reflective action research mindset. The study underscores the potential of peer collaboration to enhance teacher education by challenging monolingual frameworks, promoting dynamic bilingualism, and supporting more inclusive, critical, and democratic language teaching approaches. It offers insights for language teacher educators seeking to align SLA foundational courses with contemporary multilingual and sociocultural understandings without compromising institutional requirements.