Full Description
Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educators worldwide.
Contents
CONTENTS
Foreword
Ricardo Otheguy
Acknowledgements
Introduction
PART I: TRANSLANGUAGING THEORY AND A PROJECT
Chapter 1
Translanguaging Theory in Education
Ofelia García and Tatyana Kleyn
Chapter 2
A Translanguaging Educational Project
Ofelia García and Tatyana Kleyn
PART II: THE CASE STUDIES
Chapter 3
Student Voices Shining Through: Exploring translanguaging as a literary device
Ann E. Ebe with Charene Chapman-Santiago
Chapter 4
Balancing Windows and Mirrors: Translanguaging in a linguistically diverse classroom
Heather H. Woodley with Andrew Brown
Chapter 5
The Grupito Flexes their Listening and Learning Muscles
Tatyana Kleyn with Hulda Yau
Chapter 6
Declaring Freedom: Translanguaging in the social studies classroom to understand complex texts
Brian A. Collins and María Cioè Peña
Chapter 7
Navigating Turbulent Waters: Translanguaging to support academic and socio-emotional well-being
Kate Seltzer and Brian A. Collins with Katrina Mae Angeles
Chapter 8
Reclaiming Bilingualism: Translanguaging in a science class
Cecilia M. Espinosa and Luz Yadira Herrera with Claudia Montoya Gaudreau
PART III: IMPLICATIONS FOR POLICY AND PRACTICE
Chapter 9
A Translanguaging Education Policy: Disruptions and creating spaces of possibility
Ofelia García and Tatyana Kleyn
Chapter 10
Setting the Path: Implications for teachers and teacher educators
Tatyana Kleyn
Conclusion
Afterword
Kate Menken and Maria Teresa (Maite) Sánchez
List of Contributors
