ABSTRACT
This chapter presents actions taken during a teacher education and materials development project for Global Englishes (GE) teaching at a village school in the Krah SET Font:"Times New Roman" MERGEFORMAT ô indigenous territory in Tocantins, Brazil. Increasing teacher candidates’ awareness of translanguaging practices through the development of a trilingual vocabulary activity is offered as means for addressing the complex and context-dependent challenges faced by teachers in multilingual GE educational settings. Implementation of the trilingual vocabulary activity within a materials development course for teacher candidates is described in stages representing Nation’s (2007) Four Strands approach: 1) meaning-focused input, 2) form-focused instruction, 3) meaning-focused output, and 4) fluency development, and focuses on the scaffolding of L3-vocabulary directly onto teachers’ and learners’ knowledge of their L1 and L2. Introducing teacher candidates to pedagogical translanguaging approaches through hands-on activity development can promote teacher candidates’ awareness of the benefits of multilingualism for GE instruction in diverse educational contexts around the world.
