ABSTRACT
This chapter reports on part of a long-term teacher development project for Qatar teachers aimed at improving middle schools students' reading of scientific texts. It focuses on a six-week professional development (PD) program for science and English teachers. The chapter examines the relation between translanguaging as a component of the PD program and teacher development. Translanguaging refers not to the use of two separate languages or even the shift of one language or code to the other, as there is not a language. Rather, translanguaging is rooted in the belief that bilinguals and multilingual select features and co-construct or soft-assemble their language practices from a variety of relational contexts in ways that fit their communicative needs. The Middle Eastern country of Qatar presents a unique sociolinguistic community where translanguaging provides a possible approach for education and teacher development. The chapter highlights implementation of translanguaging as part of PD is likely to lead to variable practices.
