Full Description
This book explores evidence-based, research-informed practical applications of translanguaging pedagogies in a variety of TESOL contexts, including perspectives from scholars in the Global South. Providing insights for teachers and educators into the strategic development of concrete, situated translanguaging approaches, it also explores the challenges of implementing equitable and effective language teaching and learning.
Starting by asking, 'What is translanguaging as theory and pedagogy?' and 'Why does it matter in TESOL?' this book considers translanguaging at various educational levels from elementary and secondary classrooms to teacher education. Global contributors examine practices for an international understanding of translanguaging pedagogy, with case studies from Africa, Asia, Europe, and North and Southern America.
Through offering both general guidelines and concrete translanguaging-in-action examples, each chapter encourages teachers and educators to reimagine and redesign their classroom spaces. They are also given self-guided resources for professional development, making this book ideal as a introductory resource for teacher education programmes.
Contents
Foreword, Prem Phyak (Columbia University, USA)
Introduction: Reimagining English-Medium Classrooms Through Translanguaging, Zhongfeng Tian (Rutgers University-Newark, USA) and Sunny Man Chu Lau (Bishop's University, Canada)
Section I. Translanguaging Stance Development for Teachers
1. Metaphorical Affordances of Dominant Language Constellations (DLC) Artifacts in Pre-service Teacher Education: Developing a Translanguaging Stance, Nayr Correia Ibrahim (Nord University, Norway)
2. Framing Teachers as Experts: Developing Translanguaging Spaces and Stances for Learning and Teaching, Greg Child (Michigan State University, USA), Nicole King (University of Rhode Island, USA) and Kim Song (University of Missouri-St. Louis, USA)
Section II. Translanguaging Practices in Elementary Classrooms
3. Promoting Translanguaging Pedagogical Practice Through Co-Teaching and Co-Learning: Insights from Incipient Bilingual Teachers, Haiyan Li (Purdue University, USA), Woongsik Choi (Illinois State University, USA), Wayne Wright (Purdue University, USA), and Trish Morita-Mullaney (Purdue University, USA)
4. Translanguaging for Multilingual Proficiencies: From an English Language into a Languages Classroom, Rachel Muchira (Leipzig University, Germany)
5. Translanguaging Teaching Strategies in South Korea: Reframing EFL Elementary Classrooms as Multilingual Classrooms, Michael Rabbidge (University of Waikato, New Zealand)
6. A Critical Approach to Reading Assessment of Multilingual Language Learners: A Case Study of Translanguaging Pedagogies, Teacher Knowledge, and Know-How, Laura Ascenzi-Moreno (Brooklyn College, USA) and Jennifer Conte (Westchester County, NY dual language bilingual public school, USA)
Section III. Translanguaging Practices in Secondary Classrooms
7. Translanguaging as a Decolonial Option: Exploring Curricular Cracks for Critical Literacy in EFL Classrooms, Phelippe Oliveira (Universidade Federal de Minas Gerais, Brazil) and Sunny Man Chu Lau (Bishop's University, Canada)
8. Translanguaging in Action with Youth from Refugee Backgrounds, Saskia Van Viegen (York University, Canada)
9. Aware-Explore-Apply Strengths Model: Translanguaging and Transknowledging for Critical Embodied Engagement, Joanna Rowe (Kativik Ilisarniliriniq School Board, Canada) and Sunny Man Chu Lau (Bishop's University, Canada)
Afterword, Ofelia García (The Graduate Center, City University of New York, USA)
