The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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.

Special Features

• Learning objectives for every chapter
• Vignettes to illustrate pedagogical strategies
• Sample translanguaging unit designs for instruction and assessment in bilingual and English-medium contexts
• Tools for teacher planning, implementation, and evaluation
• End-of-chapter activities to help teachers apply what they learn to their own classrooms

Ofelia Garc?a is a professor in the Urban Education and Hispanic Literatures and Languages Ph.D. programs at the Graduate Center, CUNY. Garc?a has published extensively on bilingualism and the education of bilingual children. Her work is grounded in her experience of leaving Cuba at the age of 11, teaching language minority students bilingually, and educating bilingual and ESL teachers in New York City. Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students is grounded in her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally. Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, she worked as a high school English language arts teacher in New York City where most of her students were bilingual. Ofelia Garc?a is a professor in the Urban Education and Hispanic Literatures and Languages Ph.D. programs at the Graduate Center, CUNY. Garc?a has published extensively on bilingualism and the education of bilingual children. Her work is grounded in her experience of leaving Cuba at the age of 11, teaching language minority students bilingually, and educating bilingual and ESL teachers in New York City. Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students is grounded in her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally. Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, she worked as a high school English language arts teacher in New York City where most of her students were bilingual.