TY - BOOK AU - García,Ofelia AU - Johnson,Susana Ibarra AU - Seltzer,Kate AU - Valde,Guadalupe TI - The Translanguaging Classroom: Leveraging Student Bilingualism for Learning SN - 9781934000199 (pbk) AV - LC3731 .G355 2017 U1 - 370.117/50973 23 PY - 2017/// CY - Philadelphia, PA PB - Caslon KW - Education, Bilingual KW - United States KW - Multilingualism N1 - 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 N2 - 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 UR - https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/ UR - https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991002442059705161 ER -