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Rooted in Strength
Espinosa and Ascenzi-Moreno demonstrate how our emergent bilingual students who speak two or more languages in their daily lives-- thrive when they are able to use "translanguaging" to tap the power of their entire linguistic and sociocultural repertoires. Additionally, the authors present rich and thoughtful literacy practices that propel emergent bilinguals into reading and writing success. The core of this approach is honoring and leveraging the language and cultural resources emergent bilinguals bring to school-- and rooting instruction in their strengths. Knowing more than one language is, indeed, a gift to the classroom! Includes a foreword by Ofelia Garcia.
Inclusion, Education and Translanguaging
This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia García, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.
Bilingual Community Education and Multilingualism
This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.
The Translanguaging Classroom
"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.
Connecting Content and Academic Language for English Learners and Struggling Students, Grades 26
In this supremely practical book, award-winning principal Ruth Swinney and college professor Patricia Velasco focus on the careful planning needed to develop the academic language of all students. For English learners especially, it is critically important to integrate language development with the content that the curriculum demands. What makes this book unlike any other is the detailed guidance it provides to: help students advance from social to academic language; encourage verbal expression in the classroom; plan language arts, social studies, and science lessons that connect language and content; and use shared reading and writing, read alouds, and conversation to teach language skills. Hands-on tools include graphic organizers, sample lesson plans, concept maps, semantic webbing, word walls, and worksheets, and everything teachers need to help emergent bilingual and struggling students master the academic language they need to excel in school.
Content and Foreign Language Integrated Learning
This series promotes specialist language studies, both in the fields of linguistic theory and applied linguistics, by publishing volumes that focus on specific aspects of language use and provide valuable insights into language and communication research. A cross-disciplinary approach is favoured and most European languages are accepted.
Common Core, Bilingual and English Language Learners
Provides 130 expert responses to 95 questions regarding ELLs and the Common Core. Topics include sociopolitical context of reform; demographic changes; language for academic purposes; language teaching and learning in content areas; policy, leadership, and advocacy; programs and instruction; family and community involvement; changing roles of ESL educators; planning professional development; and assessment and accountability.
Lessons from a Dual Language Bilingual School
This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school. At the end of each chapter, researcher commentary contextualizes these experiences within the wider literature and discusses implications and next steps for the field of bilingual education. This book will be of interest to pre- and in-service teachers and school administrators, particularly those looking to develop bilingual programs in their own context.
(Re)imagining Translanguaging Pedagogies through Teacher–Researcher Collaboration
This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.
