### 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.