Available in print and electronic formats.

Includes bibliographical references and index.

Foreword / Ricardo Otheguy

Introduction / Ofelia García and Tatyana Kleyn

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 / Ofelia García and Tatyana Kleyn

Afterword / Kate Menken and Maria Teresa (Maite) Sánchez

List of Contributors

Index

"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 understanding 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 question: 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.'' (Book Cover)