TESOL Journal. 2022;00:e680. | 1 of 6 https://doi.org/10.1002/tesj.680 wileyonlinelibrary.com/journal/tesj Received: 18 February 2022 | Revised: 8 August 2022 | Accepted: 20 September 2022 DOI: 10.1002/tesj.680 CLASSROOM EXPLORATIONS “You don't actually experience it until you're actually in it”: A translanguaging simulation for preservice teachers Woongsik Choi | Hyunsil Park | Virak Chan Purdue University, West Lafayette, Indiana, USA Correspondence Email: choi572@purdue.edu Funding information College of Education, Purdue University 1 | INTRODUCTION In English-dominant countries, it is crucial to prepare teachers for culturally and linguistically responsive and equity-oriented teaching for multilingual language learners (MLLs), particularly with the growing linguistic diversity in K-12 classrooms. In the U.S. context, preservice teachers (PSTs), especially those who are English monolingual, often find it challenging to use linguis- tically responsive instructional strategies when teaching MLLs with a beginning-level English proficiency. In this article, we describe a simulation activity that we used in a U.S. university for PSTs to build empathy and experience the need for asset-based linguistically responsive teaching of MLLs. 2 | A SHELTERED-TRANSLANGUAGING SIMULATION Sheltered instruction is content-based instruction making grade-level content in English compre- hensible to English learners (Peregoy & Boyle, 2017), whereas translanguaging pedagogy refers to beliefs and instructional practices that leverage fluid language use of MLLs (García, Johnson, & Seltzer, 2017). Although both instructional approaches are widely discussed in U.S. TESOL teacher education, their tenets are different. The former endorses English-medium instruction focusing mainly on English language development; the latter advocates bilingual instruction centering on bilingualism and social justice. However, considering their respective pragmatic and pedagogical values, teacher educators and practitioners have been seeking ways to blend This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. © 2022 The Authors. TESOL Journal published by Wiley Periodicals LLC on behalf of TESOL International Association. 19493533, 0, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/tesj.680, Wiley Online Library on [13/10/2022]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License