Greek-Cypriot Teachers’ Use of Translanguaging Spaces in Elementary Preparatory Classrooms in a Post-lockdown Era

Abstract

Due to COVID-19, the sense of teaching space has a more fluid meaning than ever before, especially for language minority learners. A diversity sample of nineteen elementary teachers who teach Greek as an additional language, participated in walking interviews to identify the current situation in preparatory classrooms in Cyprus, after the lockdown phases. This multiple-case study reports on whether teachers enabled translanguaging spaces to evolve by reporting on a collage of collective knowledge, generated by both participants and their respective spaces via walking interviews, photographs, and field notes. The together spaces reported in this paper, using Rowe’s (2018) six principles for designing and creating instructional spaces to support translanguaging, contribute to the re(configuration) of translanguaging teaching and learning spaces in official educational contexts.