The Translanguaging Classroom

Leveraging Student Bilingualism for Learning

Second Edition

by Kate Seltzer, Ph.D. Rowan University Glassboro, NJ

Susana Ibarra Johnson, Ph.D.

New Mexico State University and Ofelia García, Ph.D. City University of New York

Excerpted from The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, Second Edition by Kate Seltzer, Ph.D., Susana Ibarra Johnson, Ph.D., and Ofelia Garcia, Ph.D.

Contents

About the Online Materials
About the Authors
Foreword by Guadalupe Valdés
Preface
Acknowledgments

SECTION I

DYNAMIC BILINGUALISM AT SCHOOL
CHAPTER 1 Translanguaging Classrooms: Contexts and Instructional Purposes
CHAPTER 2 Translanguaging Classrooms: Transformative Social Purposes
CHAPTER 3 Language Practices and the Translanguaging Classroom Framework
CHAPTER 4 Observing, Documenting, and Understanding Students’ Translanguaging Performances
Appendices

SECTION II

TRANSLANGUAGING PEDAGOGY
CHAPTER 5 Translanguaging Stance
CHAPTER 6 Translanguaging Design for Instruction: The Classroom Space and Instructional Framework
CHAPTER 7 Translanguaging Design for Instruction: Pedagogical Practices That Make Space for and Leverage Translanguaging
CHAPTER 8 Translanguaging Design for Assessment
Appendices

SECTION III

REIMAGINING TEACHING AND LEARNING THROUGH TRANSLANGUAGING
CHAPTER 9 Translanguaging Pedagogy in Action
CHAPTER 10 Standards in the Translanguaging Classroom
CHAPTER 11 Developing Literacies in the Translanguaging Classroom
CHAPTER 12 Biliteracy in the Translanguaging Classroom
CHAPTER 13 Socioemotional Well-Being and Social Justice
Afterword by Nelson Flores
Glossary
References

About the Authors

Kate Seltzer, Ph.D., Rowan University

Kate Seltzer is an Associate Professor of ESL and Bilingual Education at Rowan University. A former high school English Language Arts teacher in New York City, she now works with schools and pre- and in-service teachers to recognize and build on students’ rich language practices while also disrupting their own ideologies about these students and their ways of using language.

Susana Ibarra Johnson, Ph.D., New Mexico State University

Susana Ibarra Johnson is an Assistant Professor of Bilingual Education/TESOL at New Mexico State University. Her commitment to improving the education of bilingual students is evident in her diverse and extensive experience. Her research focuses on how translanguaging reshapes traditional conceptualizations of biliteracy.

Ofelia García, Ph.D., City University of New York

Ofelia García is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center, City University of New York. She has published widely on bilingual education and translanguaging practices.

Foreword

When I wrote the foreword for the first edition of this book in 2017, the field of bilingual education had begun to emphasize the importance of recognizing the complexities of bilingualism in the classroom. This book builds a framework for understanding and implementing translanguaging, aiming to support bilingual students in achieving their fullest potential.

Preface

A NOTE ABOUT THIS SECOND EDITION

The second edition of The Translanguaging Classroom includes several changes based on feedback and ongoing research in bilingual education. It aims to equip educators with strategies to effectively utilize translanguaging in their teaching practices.

WHAT ARE THE KEY COMPONENTS OF A TRANSLANGUAGING PEDAGOGY?

1. Translanguaging Stance: Recognizing the fluidity of language use among bilingual students and viewing their linguistic repertoires as resources.
2. Translanguaging Design: Creating instructional practices that integrate students' home languages with academic content.
3. Dynamic Translanguaging Performances: Assessing bilingual students' language use in diverse contexts, promoting insights into their learning processes.

USING THIS BOOK

This book aims to provide educators with practical strategies for implementing translanguaging in diverse educational settings, emphasizing its importance for bilingual student engagement and success.