Taking a close look 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 and how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges.
Taking a close look 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 and how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges.
Ofelia García is Professor in the Ph.D. programs of Urban Education and Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York, USA. Tatyana Kleyn is Associate Professor in the Bilingual Education and TESOL programs at the City College of New York, USA.
Inhaltsangabe
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
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
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