| 000 -LEADER |
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11462cam a2201537 i 4500 |
| 001 - CONTROL NUMBER |
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950908079 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230608022327.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
160525s2017 pauab b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2016019210 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781934000199 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1934000191 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)950908079 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
BDX |
| -- |
BTCTA |
| -- |
OCLCF |
| -- |
YDX |
| -- |
III |
| -- |
OCLCO |
| -- |
OCLCQ |
| -- |
IHT |
| -- |
GUA |
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OOU |
| -- |
JCRC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
MAIN |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LC3731 |
| Item number |
.G355 2017 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.117/50973 |
| Edition number |
23 |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
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| Classification number |
LC 3731 .G355 2017 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
García, Ofelia |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The Translanguaging Classroom : |
| Remainder of title |
Leveraging Student Bilingualism for Learning / |
| Statement of responsibility, etc. |
Ofelia García, Susana Ibarra Johnson, Kate Seltzer ; with a foreword by Guadalupe Valde. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Philadelphia, PA : |
| Name of publisher, distributor, etc. |
Caslon, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xix, 196 p. : |
| Other physical details |
ill., maps ; |
| Dimensions |
28 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Also available in electronic format. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"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: <br/> |
| Title |
1. Support bilingual students as they engage with and comprehend complex content and texts<br/> |
| -- |
2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts<br/> |
| -- |
3. Make space for students’ bilingualism and ways of understanding<br/> |
| -- |
4. Support bilingual students’ socioemotional development and bilingual identities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART I DYNAMIC BILINGUALISM AT SCHOOL |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1 Translanguaging Classrooms: Contexts and Purposes<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING CLASSROOMS<br/> |
| Title |
Carla’s Elementary Dual-Language Bilingual Classroom<br/> |
| -- |
Stephanie’s High-School Social Studies Class<br/> |
| -- |
Justin’s Role as a Middle-School English as a Second Language Teacher |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PURPOSES FOR TRANSLANGUAGING<br/> |
| Title |
Supporting Student Engagement with Complex Content and Texts<br/> |
| -- |
Providing Opportunities for Students to Develop Linguistic Practices for Academic Contexts<br/> |
| -- |
Making Space for Students’ Bilingualism and Ways of Knowing<br/> |
| -- |
Supporting Students’ Bilingual Identities and Socioemotional Development |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 2 Language Practices and the Translanguaging Classroom Framework<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
REFLECTING ON THE MEANINGS AND USES OF LANGUAGE<br/> |
| Title |
One Bilingual Repertoire vs. Two Monolinguals in One<br/> |
| -- |
Dynamic Bilingualism vs. Additive Bilingualism<br/> |
| -- |
Translanguaging vs. Code-switching |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING CORRIENTE<br/> |
| Title |
Fluid Language Practices in the Classroom<br/> |
| -- |
Creative Potential of the Translanguaging Corriente |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSCENDING TRADITIONAL NOTIONS OF MONOLINGUAL AND BILINGUAL CLASSROOMS<br/> |
| Title |
Limitations of Traditional Models<br/> |
| -- |
Imagining Translanguaging Classrooms |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE TWO DIMENSIONS OF THE TRANSLANGUAGING CLASSROOM<br/> |
| Title |
Students’ Translanguaging Performances<br/> |
| -- |
Teachers’ Translanguaging Pedagogy |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 3 Documenting Students’ Dynamic Bilingualism<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
BUILDING A ROBUST MULTILINGUAL ECOLOGY AT SCHOOL |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
DEVELOPING BILINGUAL PROFILES<br/> |
| Title |
Student Bilingual Profiles<br/> |
| -- |
Classroom Bilingual Profiles<br/> |
| -- |
Reflecting on State-Mandated English Language Proficiency and Development Systems |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DYNAMIC TRANSLANGUAGING PROGRESSIONS<br/> |
| Title |
Evaluating Bilingual Performances on Different Tasks from Different Perspectives<br/> |
| -- |
Distinguishing between General Linguistic and Language-Specific Performances<br/> |
| -- |
Leveraging Language-Specific and General Linguistic Performances to Accelerate Learning |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VIEWING STANDARDIZED SYSTEMS THROUGH THE DYNAMIC TRANSLANGUAGING PROGRESSIONS LENS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART II TRANSLANGUAGING PEDAGOGY |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 4 Translanguaging Stance<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
JUNTOS/TOGETHER |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ENACTING A TRANSLANGUAGING STANCE IN BILINGUAL AND ENGLISH-MEDIUM PROGRAMS<br/> |
| Title |
Carla: A Spanish–English Bilingual Teacher in a Dual-Language Bilingual Education Program<br/> |
| -- |
Stephanie: An English-Speaking Teacher in an English-Medium Content-Area Classroom<br/> |
| -- |
Justin: A 7th-Grade English as a Second Language Teacher in a Multilingual, Multiethnic English-Medium Classroom |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
THREE CORE BELIEFS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
NEGOTIATING A TRANSLANGUAGING STANCE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 5 Translanguaging Design in Instruction<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGNING THE CLASSROOM SPACE<br/> |
| Title |
Fostering Collaboration<br/> |
| -- |
Creating a Multilingual Ecology |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING DESIGN FOR INSTRUCTION<br/> |
| Title |
Translanguaging Unit Plan<br/> |
| -- |
Translanguaging Instructional Design Cycle<br/> |
| -- |
Translanguaging Pedagogical Strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING SHIFTS IN INSTRUCTION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 6 Translanguaging Design in Assessment<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRINCIPLES FOR TRANSLANGUAGING IN ASSESSMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING DESIGN FOR ASSESSMENT<br/> |
| Title |
Using Bilingual Students’ Profiles<br/> |
| -- |
Building on Students’ Dynamic Translanguaging Progressions<br/> |
| -- |
Integrating Instruction and Assessment<br/> |
| -- |
Teacher’s Assessment Tool |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING FROM MANY ANGLES<br/> |
| Title |
Student’s Self-Assessment<br/> |
| -- |
Peer Group Assessment<br/> |
| -- |
Family Assessment: La conexión<br/> |
| -- |
Teacher’s Integrative Class Assessment Tool<br/> |
| -- |
Managing Assessments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING SHIFTS IN ASSESSMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 7 Translanguaging Pedagogy in Action<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A CLOSER LOOK AT CLASSROOM PRACTICE<br/> |
| Title |
Students First<br/> |
| -- |
Structuring Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANCE: STUDENTS, LANGUAGE, AND CONTENT JUNTOS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGN: PURPOSEFUL AND STRATEGIC<br/> |
| Title |
Translanguaging Unit Design<br/> |
| -- |
Translanguaging Instructional Design Cycle<br/> |
| -- |
Translanguaging Pedagogical Strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING FROM MANY ANGLES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SHIFTS: GOING WITH THE FLOW OF THE TRANSLANGUAGING CORRIENTE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENACTING A TRANSLANGUAGING PEDAGOGY IN YOUR CLASSROOM |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART III REIMAGINING TEACHING AND LEARNING THROUGH TRANSLANGUAGING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 8 Standards in the Translanguaging Classroom<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANCE: JUNTOS TO “TALK THE TALK” AND “WALK THE WALK” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGN: EXPAND AND LOCALIZE THE STANDARDS<br/> |
| Title |
Designing a Translanguaging Unit Starting from the Local<br/> |
| -- |
Using the Standards to Meet Students’ Needs<br/> |
| -- |
Seeing Content Standards through a Language Lens<br/> |
| -- |
Creating Translanguaging Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SHIFTS: SEIZING THE MOMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANDARDS AND CURRICULA: A CAUTIONARY NOTE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 9 Content-Area Literacy in the Translanguaging Classroom<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANCE: CONTENT AND LITERACY JUNTOS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGN: ENGAGING WITH CONTENT-AREA TEXTS<br/> |
| Title |
Using Two Languages Side by Side to Increase Comprehension<br/> |
| -- |
Using a Reading Jigsaw to Differentiate Content-Area Literacy Instruction<br/> |
| -- |
Re-Presenting English Texts with Translanguaging |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SHIFTS: ENHANCING CONVERSATION AROUND TEXT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 10 Biliteracy in the Translanguaging Classroom<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DYNAMIC BILITERACY<br/> |
| Title |
Flexible Model<br/> |
| -- |
Broad Notion of Texts and Literacy<br/> |
| -- |
Multiple Pathways |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANCE: RE-MEDIATING LITERACY JUNTOS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGN: BILITERACY ACOMPAÑAMIENTO<br/> |
| Title |
Read-Aloud: Linking Language and Cultural Practices<br/> |
| -- |
Close Reading: Using the Full Features of Students’ Linguistic Repertoires<br/> |
| -- |
Strategies for Deep Engagement with Texts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SHIFTS: MOVING “UNMOVABLE” TEXTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 11 Socioemotional Well-Being and Social Justice<br/> |
| Title |
Learning Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANCE: CON RESPETO, CON CARIÑO, COMO FAMILIA, Y CON ACOMPAÑAMIENTO<br/> |
| Title |
Valorización of Students’ Experiences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DESIGN: VALORIZACIÓN CON TEXTO Y CONTEXTO |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SHIFTS: CHANGING COURSE TO VALORAR |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TRANSLANGUAGING AND SOCIAL JUSTICE<br/> |
| Title |
Learning and Critical Consciousness<br/> |
| -- |
Designing Social Justice<br/> |
| -- |
Enacting a Democratic Classroom |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCLUSION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Questions and Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Taking Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
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. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education, Bilingual |
| Geographic subdivision |
United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multilingualism |
| Geographic subdivision |
United States. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Johnson, Susana Ibarra |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Seltzer, Kate |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Valde, Guadalupe |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/">https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991002442059705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991002442059705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
