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.