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.