111 © Springer Nature Switzerland AG 2020 Z. Tian et al. (eds.), Envisioning TESOL through a Translanguaging Lens, Educational Linguistics 45, https://doi.org/10.1007/978-3-030-47031-9_6 Chapter 6 Reenvisioning Second Language Teacher Education Through Translanguaging Praxis Matthew R. Deroo, Christina M. Ponzio, and Peter I. De Costa Abstract In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particu- lar attention to their adoption of a translanguaging stance. Specifcally, we asked: What course and feld experiences support PST and ISTs’ adoption of a translan- guaging stance as a part of their knowledge and dispositions as TESOL educators? Our data, comprised of multimodal discussion posts, teaching artifacts, and refec- tive journals, reveal that through the interplay of coursework and feld experiences, Elle and Katie problematize their personal language ideologies, confront resistance to translanguaging at the school, district, and state levels, and recognize the inter- play between their individual convictions and the systemic barriers in schooling. At the close of our chapter, we outline the implications of this work for teacher educa- tion programs that are committed to having their students engage in translanguaging praxis. We conclude with examples and recommendations for structuring course and feldwork to support teacher preparation and education through a translanguag- ing lens. Keywords Teacher education · Translanguaging stance · Teacher knowledge · Teacher dispositions · Praxis M. R. Deroo (*) Department of Teaching and Learning, School of Education and Human Development, University of Miami, Coral Gables, FL, USA e-mail: deroomat@miami.edu C. M. Ponzio Curriculum, Instruction and Teacher Education, Michigan State University, East Lansing, MI, USA e-mail: cponzio@msu.edu P. I. De Costa Department of Linguistics and Languages, Michigan State University, East Lansing, MI, USA Department of Teacher Education, Michigan State University, East Lansing, MI, USA e-mail: pdecosta@msu.edu