Abstract
This exploratory case study examines how in-service teachers (n = 6) piloted translation earbuds to support WIDA Level 1-2 newcomer multilinguals in Michigan K–12 public schools. Grounded in Sociocultural Theory, the study highlights teachers’ perceptions of how the earbuds mediated classroom participation and access to instruction. Teachers identified the earbuds as most effective during content-heavy teacher talk, where real-time interpreting supported newcomers’ comprehension of grade-level content and reduced communication barriers. Teachers also reported that the earbuds increased student participation, encouraged socioemotional engagement, and helped strengthen teacher-student relationships by enabling more immediate and meaningful interaction. At the same time, teachers emphasized that the earbuds functioned best as a situational support rather than a replacement for broader multilingual instructional practices. Findings suggest that translation earbuds may help teachers create more inclusive translanguaging spaces that support both content access and emerging learner autonomy.
Recommended Citation
Edwards, Robyn and Terantino, Joe
(2026)
"Piloting Translation Earbuds with Newcomer Multilinguals: An Exploratory Case Study with Teachers in Michigan Public Schools,"
MITESOL Journal: An Online Publication of MITESOL: Vol. 7, Article 3.
Available at:
https://scholarworks.gvsu.edu/mitesol/vol7/iss1/3