García, Ofelia
The Translanguaging Classroom : Leveraging Student Bilingualism for Learning / Ofelia García, Susana Ibarra Johnson, Kate Seltzer ; with a foreword by Guadalupe Valde. - Philadelphia, PA : Caslon, 2017. - xix, 196 p. : ill., maps ; 28 cm.
Also available in electronic format.
Includes bibliographical references and index.
"The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways. From a sociolinguistic perspective, translanguaging can be understood as the dynamic language practices of bilinguals. From a pedagogical perspective, translanguaging can be understood as an instructional and assessment framework that teachers can use strategically and purposefully to:
1. Support bilingual students as they engage with and comprehend complex content and texts
2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts
3. Make space for students’ bilingualism and ways of understanding
4. Support bilingual students’ socioemotional development and bilingual identities García, Ibarra Johnson, and Seltzer illustrate their translanguaging pedagogy in action with examples from three very different contexts: a 5th-grade dual-language bilingual class taught by a bilingual teacher in New Mexico, an 11th-grade English-medium social studies class serving a predominantly Latino classroom taught by an English monolingual teacher in New York, and a 7th-grade ESL teacher working with students from a variety of linguistic and cultural backgrounds in California. Teachers learn to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms." (Publisher's Website) CONTENTS: PART I DYNAMIC BILINGUALISM AT SCHOOL CHAPTER 1 Translanguaging Classrooms: Contexts and Purposes
Learning Objectives TRANSLANGUAGING CLASSROOMS
Carla’s Elementary Dual-Language Bilingual Classroom
Stephanie’s High-School Social Studies Class
Justin’s Role as a Middle-School English as a Second Language Teacher PURPOSES FOR TRANSLANGUAGING
Supporting Student Engagement with Complex Content and Texts
Providing Opportunities for Students to Develop Linguistic Practices for Academic Contexts
Making Space for Students’ Bilingualism and Ways of Knowing
Supporting Students’ Bilingual Identities and Socioemotional Development CONCLUSION Questions and Activities Taking Action CHAPTER 2 Language Practices and the Translanguaging Classroom Framework
Learning Objectives REFLECTING ON THE MEANINGS AND USES OF LANGUAGE
One Bilingual Repertoire vs. Two Monolinguals in One
Dynamic Bilingualism vs. Additive Bilingualism
Translanguaging vs. Code-switching TRANSLANGUAGING CORRIENTE
Fluid Language Practices in the Classroom
Creative Potential of the Translanguaging Corriente TRANSCENDING TRADITIONAL NOTIONS OF MONOLINGUAL AND BILINGUAL CLASSROOMS
Limitations of Traditional Models
Imagining Translanguaging Classrooms THE TWO DIMENSIONS OF THE TRANSLANGUAGING CLASSROOM
Students’ Translanguaging Performances
Teachers’ Translanguaging Pedagogy CONCLUSION Questions and Activities Taking Action CHAPTER 3 Documenting Students’ Dynamic Bilingualism
Learning Objectives BUILDING A ROBUST MULTILINGUAL ECOLOGY AT SCHOOL DEVELOPING BILINGUAL PROFILES
Student Bilingual Profiles
Classroom Bilingual Profiles
Reflecting on State-Mandated English Language Proficiency and Development Systems DYNAMIC TRANSLANGUAGING PROGRESSIONS
Evaluating Bilingual Performances on Different Tasks from Different Perspectives
Distinguishing between General Linguistic and Language-Specific Performances
Leveraging Language-Specific and General Linguistic Performances to Accelerate Learning VIEWING STANDARDIZED SYSTEMS THROUGH THE DYNAMIC TRANSLANGUAGING PROGRESSIONS LENS CONCLUSION Questions and Activities Taking Action PART II TRANSLANGUAGING PEDAGOGY CHAPTER 4 Translanguaging Stance
Learning Objectives JUNTOS/TOGETHER ENACTING A TRANSLANGUAGING STANCE IN BILINGUAL AND ENGLISH-MEDIUM PROGRAMS
Carla: A Spanish–English Bilingual Teacher in a Dual-Language Bilingual Education Program
Stephanie: An English-Speaking Teacher in an English-Medium Content-Area Classroom
Justin: A 7th-Grade English as a Second Language Teacher in a Multilingual, Multiethnic English-Medium Classroom THREE CORE BELIEFS NEGOTIATING A TRANSLANGUAGING STANCE CONCLUSION Questions and Activities Taking Action CHAPTER 5 Translanguaging Design in Instruction
Learning Objectives DESIGNING THE CLASSROOM SPACE
Fostering Collaboration
Creating a Multilingual Ecology TRANSLANGUAGING DESIGN FOR INSTRUCTION
Translanguaging Unit Plan
Translanguaging Instructional Design Cycle
Translanguaging Pedagogical Strategies TRANSLANGUAGING SHIFTS IN INSTRUCTION CONCLUSION Questions and Activities Taking Action CHAPTER 6 Translanguaging Design in Assessment
Learning Objectives PRINCIPLES FOR TRANSLANGUAGING IN ASSESSMENT TRANSLANGUAGING DESIGN FOR ASSESSMENT
Using Bilingual Students’ Profiles
Building on Students’ Dynamic Translanguaging Progressions
Integrating Instruction and Assessment
Teacher’s Assessment Tool ASSESSING FROM MANY ANGLES
Student’s Self-Assessment
Peer Group Assessment
Family Assessment: La conexión
Teacher’s Integrative Class Assessment Tool
Managing Assessments TRANSLANGUAGING SHIFTS IN ASSESSMENT CONCLUSION Questions and Activities Taking Action CHAPTER 7 Translanguaging Pedagogy in Action
Learning Objectives A CLOSER LOOK AT CLASSROOM PRACTICE
Students First
Structuring Activities STANCE: STUDENTS, LANGUAGE, AND CONTENT JUNTOS DESIGN: PURPOSEFUL AND STRATEGIC
Translanguaging Unit Design
Translanguaging Instructional Design Cycle
Translanguaging Pedagogical Strategies ASSESSING FROM MANY ANGLES SHIFTS: GOING WITH THE FLOW OF THE TRANSLANGUAGING CORRIENTE ENACTING A TRANSLANGUAGING PEDAGOGY IN YOUR CLASSROOM CONCLUSION Questions and Activities Taking Action PART III REIMAGINING TEACHING AND LEARNING THROUGH TRANSLANGUAGING CHAPTER 8 Standards in the Translanguaging Classroom
Learning Objectives STANCE: JUNTOS TO “TALK THE TALK” AND “WALK THE WALK” DESIGN: EXPAND AND LOCALIZE THE STANDARDS
Designing a Translanguaging Unit Starting from the Local
Using the Standards to Meet Students’ Needs
Seeing Content Standards through a Language Lens
Creating Translanguaging Objectives SHIFTS: SEIZING THE MOMENT STANDARDS AND CURRICULA: A CAUTIONARY NOTE CONCLUSION Questions and Activities Taking Action CHAPTER 9 Content-Area Literacy in the Translanguaging Classroom
Learning Objectives STANCE: CONTENT AND LITERACY JUNTOS DESIGN: ENGAGING WITH CONTENT-AREA TEXTS
Using Two Languages Side by Side to Increase Comprehension
Using a Reading Jigsaw to Differentiate Content-Area Literacy Instruction
Re-Presenting English Texts with Translanguaging SHIFTS: ENHANCING CONVERSATION AROUND TEXT CONCLUSION Questions and Activities Taking Action CHAPTER 10 Biliteracy in the Translanguaging Classroom
Learning Objectives DYNAMIC BILITERACY
Flexible Model
Broad Notion of Texts and Literacy
Multiple Pathways STANCE: RE-MEDIATING LITERACY JUNTOS DESIGN: BILITERACY ACOMPAÑAMIENTO
Read-Aloud: Linking Language and Cultural Practices
Close Reading: Using the Full Features of Students’ Linguistic Repertoires
Strategies for Deep Engagement with Texts SHIFTS: MOVING “UNMOVABLE” TEXTS CONCLUSION Questions and Activities Taking Action CHAPTER 11 Socioemotional Well-Being and Social Justice
Learning Objectives STANCE: CON RESPETO, CON CARIÑO, COMO FAMILIA, Y CON ACOMPAÑAMIENTO
Valorización of Students’ Experiences DESIGN: VALORIZACIÓN CON TEXTO Y CONTEXTO SHIFTS: CHANGING COURSE TO VALORAR TRANSLANGUAGING AND SOCIAL JUSTICE
Learning and Critical Consciousness
Designing Social Justice
Enacting a Democratic Classroom CONCLUSION Questions and Activities Taking Action Appendix Glossary References Index
Shows teachers how to strategically navigate the dynamic flow of bilingual students' language practices to (1) enable students to engage with and comprehend complex content and texts, (2) develop students' linguistic practices for academic contexts, (3) draw on students' bilingualism and bilingual ways of understanding, and (2) support students' socioemotional development and advance social justice. --Provided by the publisher.
9781934000199 (pbk) 1934000191 (pbk)
2016019210
Education, Bilingual--United States.
Multilingualism--United States.
LC3731 / .G355 2017
370.117/50973
The Translanguaging Classroom : Leveraging Student Bilingualism for Learning / Ofelia García, Susana Ibarra Johnson, Kate Seltzer ; with a foreword by Guadalupe Valde. - Philadelphia, PA : Caslon, 2017. - xix, 196 p. : ill., maps ; 28 cm.
Also available in electronic format.
Includes bibliographical references and index.
"The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways. From a sociolinguistic perspective, translanguaging can be understood as the dynamic language practices of bilinguals. From a pedagogical perspective, translanguaging can be understood as an instructional and assessment framework that teachers can use strategically and purposefully to:
1. Support bilingual students as they engage with and comprehend complex content and texts
2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts
3. Make space for students’ bilingualism and ways of understanding
4. Support bilingual students’ socioemotional development and bilingual identities García, Ibarra Johnson, and Seltzer illustrate their translanguaging pedagogy in action with examples from three very different contexts: a 5th-grade dual-language bilingual class taught by a bilingual teacher in New Mexico, an 11th-grade English-medium social studies class serving a predominantly Latino classroom taught by an English monolingual teacher in New York, and a 7th-grade ESL teacher working with students from a variety of linguistic and cultural backgrounds in California. Teachers learn to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms." (Publisher's Website) CONTENTS: PART I DYNAMIC BILINGUALISM AT SCHOOL CHAPTER 1 Translanguaging Classrooms: Contexts and Purposes
Learning Objectives TRANSLANGUAGING CLASSROOMS
Carla’s Elementary Dual-Language Bilingual Classroom
Stephanie’s High-School Social Studies Class
Justin’s Role as a Middle-School English as a Second Language Teacher PURPOSES FOR TRANSLANGUAGING
Supporting Student Engagement with Complex Content and Texts
Providing Opportunities for Students to Develop Linguistic Practices for Academic Contexts
Making Space for Students’ Bilingualism and Ways of Knowing
Supporting Students’ Bilingual Identities and Socioemotional Development CONCLUSION Questions and Activities Taking Action CHAPTER 2 Language Practices and the Translanguaging Classroom Framework
Learning Objectives REFLECTING ON THE MEANINGS AND USES OF LANGUAGE
One Bilingual Repertoire vs. Two Monolinguals in One
Dynamic Bilingualism vs. Additive Bilingualism
Translanguaging vs. Code-switching TRANSLANGUAGING CORRIENTE
Fluid Language Practices in the Classroom
Creative Potential of the Translanguaging Corriente TRANSCENDING TRADITIONAL NOTIONS OF MONOLINGUAL AND BILINGUAL CLASSROOMS
Limitations of Traditional Models
Imagining Translanguaging Classrooms THE TWO DIMENSIONS OF THE TRANSLANGUAGING CLASSROOM
Students’ Translanguaging Performances
Teachers’ Translanguaging Pedagogy CONCLUSION Questions and Activities Taking Action CHAPTER 3 Documenting Students’ Dynamic Bilingualism
Learning Objectives BUILDING A ROBUST MULTILINGUAL ECOLOGY AT SCHOOL DEVELOPING BILINGUAL PROFILES
Student Bilingual Profiles
Classroom Bilingual Profiles
Reflecting on State-Mandated English Language Proficiency and Development Systems DYNAMIC TRANSLANGUAGING PROGRESSIONS
Evaluating Bilingual Performances on Different Tasks from Different Perspectives
Distinguishing between General Linguistic and Language-Specific Performances
Leveraging Language-Specific and General Linguistic Performances to Accelerate Learning VIEWING STANDARDIZED SYSTEMS THROUGH THE DYNAMIC TRANSLANGUAGING PROGRESSIONS LENS CONCLUSION Questions and Activities Taking Action PART II TRANSLANGUAGING PEDAGOGY CHAPTER 4 Translanguaging Stance
Learning Objectives JUNTOS/TOGETHER ENACTING A TRANSLANGUAGING STANCE IN BILINGUAL AND ENGLISH-MEDIUM PROGRAMS
Carla: A Spanish–English Bilingual Teacher in a Dual-Language Bilingual Education Program
Stephanie: An English-Speaking Teacher in an English-Medium Content-Area Classroom
Justin: A 7th-Grade English as a Second Language Teacher in a Multilingual, Multiethnic English-Medium Classroom THREE CORE BELIEFS NEGOTIATING A TRANSLANGUAGING STANCE CONCLUSION Questions and Activities Taking Action CHAPTER 5 Translanguaging Design in Instruction
Learning Objectives DESIGNING THE CLASSROOM SPACE
Fostering Collaboration
Creating a Multilingual Ecology TRANSLANGUAGING DESIGN FOR INSTRUCTION
Translanguaging Unit Plan
Translanguaging Instructional Design Cycle
Translanguaging Pedagogical Strategies TRANSLANGUAGING SHIFTS IN INSTRUCTION CONCLUSION Questions and Activities Taking Action CHAPTER 6 Translanguaging Design in Assessment
Learning Objectives PRINCIPLES FOR TRANSLANGUAGING IN ASSESSMENT TRANSLANGUAGING DESIGN FOR ASSESSMENT
Using Bilingual Students’ Profiles
Building on Students’ Dynamic Translanguaging Progressions
Integrating Instruction and Assessment
Teacher’s Assessment Tool ASSESSING FROM MANY ANGLES
Student’s Self-Assessment
Peer Group Assessment
Family Assessment: La conexión
Teacher’s Integrative Class Assessment Tool
Managing Assessments TRANSLANGUAGING SHIFTS IN ASSESSMENT CONCLUSION Questions and Activities Taking Action CHAPTER 7 Translanguaging Pedagogy in Action
Learning Objectives A CLOSER LOOK AT CLASSROOM PRACTICE
Students First
Structuring Activities STANCE: STUDENTS, LANGUAGE, AND CONTENT JUNTOS DESIGN: PURPOSEFUL AND STRATEGIC
Translanguaging Unit Design
Translanguaging Instructional Design Cycle
Translanguaging Pedagogical Strategies ASSESSING FROM MANY ANGLES SHIFTS: GOING WITH THE FLOW OF THE TRANSLANGUAGING CORRIENTE ENACTING A TRANSLANGUAGING PEDAGOGY IN YOUR CLASSROOM CONCLUSION Questions and Activities Taking Action PART III REIMAGINING TEACHING AND LEARNING THROUGH TRANSLANGUAGING CHAPTER 8 Standards in the Translanguaging Classroom
Learning Objectives STANCE: JUNTOS TO “TALK THE TALK” AND “WALK THE WALK” DESIGN: EXPAND AND LOCALIZE THE STANDARDS
Designing a Translanguaging Unit Starting from the Local
Using the Standards to Meet Students’ Needs
Seeing Content Standards through a Language Lens
Creating Translanguaging Objectives SHIFTS: SEIZING THE MOMENT STANDARDS AND CURRICULA: A CAUTIONARY NOTE CONCLUSION Questions and Activities Taking Action CHAPTER 9 Content-Area Literacy in the Translanguaging Classroom
Learning Objectives STANCE: CONTENT AND LITERACY JUNTOS DESIGN: ENGAGING WITH CONTENT-AREA TEXTS
Using Two Languages Side by Side to Increase Comprehension
Using a Reading Jigsaw to Differentiate Content-Area Literacy Instruction
Re-Presenting English Texts with Translanguaging SHIFTS: ENHANCING CONVERSATION AROUND TEXT CONCLUSION Questions and Activities Taking Action CHAPTER 10 Biliteracy in the Translanguaging Classroom
Learning Objectives DYNAMIC BILITERACY
Flexible Model
Broad Notion of Texts and Literacy
Multiple Pathways STANCE: RE-MEDIATING LITERACY JUNTOS DESIGN: BILITERACY ACOMPAÑAMIENTO
Read-Aloud: Linking Language and Cultural Practices
Close Reading: Using the Full Features of Students’ Linguistic Repertoires
Strategies for Deep Engagement with Texts SHIFTS: MOVING “UNMOVABLE” TEXTS CONCLUSION Questions and Activities Taking Action CHAPTER 11 Socioemotional Well-Being and Social Justice
Learning Objectives STANCE: CON RESPETO, CON CARIÑO, COMO FAMILIA, Y CON ACOMPAÑAMIENTO
Valorización of Students’ Experiences DESIGN: VALORIZACIÓN CON TEXTO Y CONTEXTO SHIFTS: CHANGING COURSE TO VALORAR TRANSLANGUAGING AND SOCIAL JUSTICE
Learning and Critical Consciousness
Designing Social Justice
Enacting a Democratic Classroom CONCLUSION Questions and Activities Taking Action Appendix Glossary References Index
Shows teachers how to strategically navigate the dynamic flow of bilingual students' language practices to (1) enable students to engage with and comprehend complex content and texts, (2) develop students' linguistic practices for academic contexts, (3) draw on students' bilingualism and bilingual ways of understanding, and (2) support students' socioemotional development and advance social justice. --Provided by the publisher.
9781934000199 (pbk) 1934000191 (pbk)
2016019210
Education, Bilingual--United States.
Multilingualism--United States.
LC3731 / .G355 2017
370.117/50973