000			11462cam a2201537 i 4500
999			_c2083 _d2083
001			950908079
003			OCoLC
005			20230608022327.0
008			160525s2017 pauab b 001 0 eng d
010			_a2016019210
020			_a9781934000199 (pbk)
020			_a1934000191 (pbk)
035			_a(OCoLC)950908079
040			_aDLC _beng _cDLC _dBDX _dBTCTA _dOCLCF _dYDX _dIII _dOCLCO _dOCLCQ _dIHT _dGUA _dOOU _dJCRC
042			_apcc
049			_aMAIN
050	0	0	_aLC3731 _b.G355 2017
082	0	0	_a370.117/50973 _223
099			_aLC 3731 .G355 2017
100	1		_aGarcía, Ofelia
245	1	4	_aThe Translanguaging Classroom : _bLeveraging Student Bilingualism for Learning / _cOfelia García, Susana Ibarra Johnson, Kate Seltzer ; with a foreword by Guadalupe Valde.
260			_aPhiladelphia, PA : _bCaslon, _c2017.
300			_axix, 196 p. : _bill., maps ; _c28 cm.
500			_aAlso available in electronic format.
504			_aIncludes bibliographical references and index.
505			_a"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: _t1. Support bilingual students as they engage with and comprehend complex content and texts _t2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts _t3. Make space for students’ bilingualism and ways of understanding _t4. Support bilingual students’ socioemotional development and bilingual identities
505			_aGarcía, 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			_aCONTENTS:
505			_aPART I DYNAMIC BILINGUALISM AT SCHOOL
505			_aCHAPTER 1 Translanguaging Classrooms: Contexts and Purposes _tLearning Objectives
505			_aTRANSLANGUAGING CLASSROOMS _tCarla’s Elementary Dual-Language Bilingual Classroom _tStephanie’s High-School Social Studies Class _tJustin’s Role as a Middle-School English as a Second Language Teacher
505			_aPURPOSES FOR TRANSLANGUAGING _tSupporting Student Engagement with Complex Content and Texts _tProviding Opportunities for Students to Develop Linguistic Practices for Academic Contexts _tMaking Space for Students’ Bilingualism and Ways of Knowing _tSupporting Students’ Bilingual Identities and Socioemotional Development
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 2 Language Practices and the Translanguaging Classroom Framework _tLearning Objectives
505			_aREFLECTING ON THE MEANINGS AND USES OF LANGUAGE _tOne Bilingual Repertoire vs. Two Monolinguals in One _tDynamic Bilingualism vs. Additive Bilingualism _tTranslanguaging vs. Code-switching
505			_aTRANSLANGUAGING CORRIENTE _tFluid Language Practices in the Classroom _tCreative Potential of the Translanguaging Corriente
505			_aTRANSCENDING TRADITIONAL NOTIONS OF MONOLINGUAL AND BILINGUAL CLASSROOMS _tLimitations of Traditional Models _tImagining Translanguaging Classrooms
505			_aTHE TWO DIMENSIONS OF THE TRANSLANGUAGING CLASSROOM _tStudents’ Translanguaging Performances _tTeachers’ Translanguaging Pedagogy
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 3 Documenting Students’ Dynamic Bilingualism _tLearning Objectives
505			_aBUILDING A ROBUST MULTILINGUAL ECOLOGY AT SCHOOL
505			_aDEVELOPING BILINGUAL PROFILES _tStudent Bilingual Profiles _tClassroom Bilingual Profiles _tReflecting on State-Mandated English Language Proficiency and Development Systems
505			_aDYNAMIC TRANSLANGUAGING PROGRESSIONS _tEvaluating Bilingual Performances on Different Tasks from Different Perspectives _tDistinguishing between General Linguistic and Language-Specific Performances _tLeveraging Language-Specific and General Linguistic Performances to Accelerate Learning
505			_aVIEWING STANDARDIZED SYSTEMS THROUGH THE DYNAMIC TRANSLANGUAGING PROGRESSIONS LENS
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aPART II TRANSLANGUAGING PEDAGOGY
505			_aCHAPTER 4 Translanguaging Stance _tLearning Objectives
505			_aJUNTOS/TOGETHER
505			_aENACTING A TRANSLANGUAGING STANCE IN BILINGUAL AND ENGLISH-MEDIUM PROGRAMS _tCarla: A Spanish–English Bilingual Teacher in a Dual-Language Bilingual Education Program _tStephanie: An English-Speaking Teacher in an English-Medium Content-Area Classroom _tJustin: A 7th-Grade English as a Second Language Teacher in a Multilingual, Multiethnic English-Medium Classroom
505			_aTHREE CORE BELIEFS
505			_aNEGOTIATING A TRANSLANGUAGING STANCE
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 5 Translanguaging Design in Instruction _tLearning Objectives
505			_aDESIGNING THE CLASSROOM SPACE _tFostering Collaboration _tCreating a Multilingual Ecology
505			_aTRANSLANGUAGING DESIGN FOR INSTRUCTION _tTranslanguaging Unit Plan _tTranslanguaging Instructional Design Cycle _tTranslanguaging Pedagogical Strategies
505			_aTRANSLANGUAGING SHIFTS IN INSTRUCTION
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 6 Translanguaging Design in Assessment _tLearning Objectives
505			_aPRINCIPLES FOR TRANSLANGUAGING IN ASSESSMENT
505			_aTRANSLANGUAGING DESIGN FOR ASSESSMENT _tUsing Bilingual Students’ Profiles _tBuilding on Students’ Dynamic Translanguaging Progressions _tIntegrating Instruction and Assessment _tTeacher’s Assessment Tool
505			_aASSESSING FROM MANY ANGLES _tStudent’s Self-Assessment _tPeer Group Assessment _tFamily Assessment: La conexión _tTeacher’s Integrative Class Assessment Tool _tManaging Assessments
505			_aTRANSLANGUAGING SHIFTS IN ASSESSMENT
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 7 Translanguaging Pedagogy in Action _tLearning Objectives
505			_aA CLOSER LOOK AT CLASSROOM PRACTICE _tStudents First _tStructuring Activities
505			_aSTANCE: STUDENTS, LANGUAGE, AND CONTENT JUNTOS
505			_aDESIGN: PURPOSEFUL AND STRATEGIC _tTranslanguaging Unit Design _tTranslanguaging Instructional Design Cycle _tTranslanguaging Pedagogical Strategies
505			_aASSESSING FROM MANY ANGLES
505			_aSHIFTS: GOING WITH THE FLOW OF THE TRANSLANGUAGING CORRIENTE
505			_aENACTING A TRANSLANGUAGING PEDAGOGY IN YOUR CLASSROOM
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aPART III REIMAGINING TEACHING AND LEARNING THROUGH TRANSLANGUAGING
505			_aCHAPTER 8 Standards in the Translanguaging Classroom _tLearning Objectives
505			_aSTANCE: JUNTOS TO “TALK THE TALK” AND “WALK THE WALK”
505			_aDESIGN: EXPAND AND LOCALIZE THE STANDARDS _tDesigning a Translanguaging Unit Starting from the Local _tUsing the Standards to Meet Students’ Needs _tSeeing Content Standards through a Language Lens _tCreating Translanguaging Objectives
505			_aSHIFTS: SEIZING THE MOMENT
505			_aSTANDARDS AND CURRICULA: A CAUTIONARY NOTE
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 9 Content-Area Literacy in the Translanguaging Classroom _tLearning Objectives
505			_aSTANCE: CONTENT AND LITERACY JUNTOS
505			_aDESIGN: ENGAGING WITH CONTENT-AREA TEXTS _tUsing Two Languages Side by Side to Increase Comprehension _tUsing a Reading Jigsaw to Differentiate Content-Area Literacy Instruction _tRe-Presenting English Texts with Translanguaging
505			_aSHIFTS: ENHANCING CONVERSATION AROUND TEXT
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 10 Biliteracy in the Translanguaging Classroom _tLearning Objectives
505			_aDYNAMIC BILITERACY _tFlexible Model _tBroad Notion of Texts and Literacy _tMultiple Pathways
505			_aSTANCE: RE-MEDIATING LITERACY JUNTOS
505			_aDESIGN: BILITERACY ACOMPAÑAMIENTO _tRead-Aloud: Linking Language and Cultural Practices _tClose Reading: Using the Full Features of Students’ Linguistic Repertoires _tStrategies for Deep Engagement with Texts
505			_aSHIFTS: MOVING “UNMOVABLE” TEXTS
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aCHAPTER 11 Socioemotional Well-Being and Social Justice _tLearning Objectives
505			_aSTANCE: CON RESPETO, CON CARIÑO, COMO FAMILIA, Y CON ACOMPAÑAMIENTO _tValorización of Students’ Experiences
505			_aDESIGN: VALORIZACIÓN CON TEXTO Y CONTEXTO
505			_aSHIFTS: CHANGING COURSE TO VALORAR
505			_aTRANSLANGUAGING AND SOCIAL JUSTICE _tLearning and Critical Consciousness _tDesigning Social Justice _tEnacting a Democratic Classroom
505			_aCONCLUSION
505			_aQuestions and Activities
505			_aTaking Action
505			_aAppendix
505			_aGlossary
505			_aReferences
505			_aIndex
520			_aShows 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	_aEducation, Bilingual _zUnited States.
650		0	_aMultilingualism _zUnited States.
700	1		_aJohnson, Susana Ibarra
700	1		_aSeltzer, Kate
700	1		_aValde, Guadalupe
856			_uhttps://www.caslonpublishing.com/titles/21/translanguaging-classrooms/ _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991002442059705161 _zCheck the UO Library catalog.
942			_2z _cBK