Ofelia García

Edited by Ofelia García, Tatyana Kleyn

Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educators worldwide.

The emergence over the last ten years of the analytic concept 'translanguaging' has had a major influence on the field of applied linguistics. This book addresses how it has contributed to our understandings of language, bilingualism, and education. The authors review the ways bilingualism, plurilingualism, and multilingualism have been conceptualized in the past as well as the traditional view of bilingual education; they then trace the development of the translanguaging approach, which considers the language practices of bilinguals as one linguistic repertoire rather than two autonomous language systems. The 'trans' approach to both language and education can liberate traditional understandings; the book explores the innovative ideas that can result. 

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 that 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 twenty-first century. 

Based on four and a half years of qualitative research, this book documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. The staff at Gregorio Luperon High School see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach, although educational reforms and accountability measures have complicated the school's efforts. Focusing on the lives of twenty immigrant youths, Bartlett and Garcia also show that, although the school achieves high completion rates, the graduating students face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor. 

This comprehensive and insightful book shows how present educational policies and practices to teach language minority students in the United States ignore an essential characteristic—their emergent bilingualism. Expanding on a popular report supported by the Campaign for Educational Equity (Teachers College), this accessible guide compiles the most up-to-date research findings to demonstrate how ignoring children's bilingualism perpetuates inequities in their schooling. What makes this book truly useful is that it offers a thorough description of alternative practices that would transform our schools and students' futures, such as building on students' home languages and literacy practices in schools, curricular and pedagogical innovations, new approaches to parent and community engagement, and adoptive assessment tools. 

This book argues that language, ethnicity, and identity are defined by the contexts of their creation and modified by their circumstances. The essays in the first part of Volume 1, Disciplinary and Regional Perspectives, view language and ethnic identity through the lenses of sociolinguistics, psychology, anthropology, politics, and economics, addressing topics such as diasporic languages, language and ethnic identity near state borders, and the education of indigenous peoples, language minorities, and the Deaf. The second part of the handbook takes a regional perspective, embarking on a journey around the globe and using both historical and up-to-date accounts to examine the relationship between constructions of language and ethnic identity and constructions of nation-states. Written for the nonspecialized reader, the contributions by well-known scholars offer questions for further reflection and inquiry. 

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, the authors examine the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

Garcia's work surveys theories and practices of bilingual education while also expanding standard conceptions by questioning ongoing assumptions. The author assesses international bilingual education policies both in Europe and the U. S. She argues that bilingual education serves to the advantage of any child anywhere, offering case studies in support of her claims. Also included are pedagogies and a bibliography. The book is intended for teachers, school administrators, and policy makers.