This book explores evidence-based, research-informed practical applications of translanguaging pedagogies in a variety of TESOL contexts, including perspectives from scholars in the Global South. Providing insights for teachers and educators into the strategic development of concrete, situated translanguaging approaches, it also explores the challenges of implementing equitable and effective language teaching and learning.
Starting by asking, 'What is translanguaging as theory and pedagogy?' and 'Why does it matter in TESOL?' this book considers translanguaging at various educational levels from elementary and secondary classrooms to teacher education. Global contributors examine practices for an international understanding of translanguaging pedagogy, with case studies from Africa, Asia, Europe, and North and Southern America.
Through offering both general guidelines and concrete translanguaging-in-action examples, each chapter encourages teachers and educators to reimagine and redesign their classroom spaces. They are also given self-guided resources for professional development, making this book ideal as a introductory resource for teacher education programmes.
Provides evidence-based, research-informed practical applications of translanguaging pedagogies from a global range of English-medium contexts for effective language teaching and learning.
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'Translanguaging in Action in English-Medium Classrooms takes us inside classrooms where educators are innovating to ensure students learn not only English, but language in ways that are aligned with their repertoires and connected to cultural and political realities. This book gives us a window into a range of settings across the globe that bring translanguaging to life and serve as powerful examples of possibilities of what happens educators transcend labels and borders.' * Tatyana Kleyn, The City College of New York, USA * 'Tian and Lau, highly experienced researchers, scholars and teacher educators, bring together a significant collection of resources to address gaps in EMI classroom practice in recent translanguaging literature. These resources offer how-to use and adapt translanguaging pedagogies and strategies, including assessment, in English Medium classrooms. It is the go-to translanguaging guide for EMI teachers and teacher educators in northern and southern settings, with authors and editors careful to emphasise the need for contextual difference and flexible adaptation. This volume will benefit learning and teaching outcomes for a generation of students and teachers. Bravo!' * Kathleen Heugh, Adelaide University, Australia *
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Provides evidence-based, research-informed practical applications of translanguaging pedagogies from a global range of English-medium contexts for effective language teaching and learning.
Foreword, Prem Phyak (Columbia University, USA)
Introduction: Reimagining English-Medium Classrooms Through Translanguaging,
Zhongfeng Tian (Rutgers UniversityNewark, USA) and Sunny Man Chu Lau
(Bishops University, Canada)
Section I. Translanguaging Stance Development for Teachers
1. Metaphorical Affordances of Dominant Language Constellations (DLC)
Artifacts in Pre-service Teacher Education: Developing a Translanguaging
Stance, Nayr Correia Ibrahim (Nord University, Norway)
2. Framing Teachers as Experts: Developing Translanguaging Spaces and Stances
for Learning and Teaching, Greg Child (Michigan State University, USA),
Nicole King (University of Rhode Island, USA) and Kim Song (University of
MissouriSt. Louis, USA)
Section II. Translanguaging Practices in Elementary Classrooms
3. Promoting Translanguaging Pedagogical Practice Through Co-Teaching and
Co-Learning: Insights from Incipient Bilingual Teachers, Haiyan Li (Purdue
University, USA), Woongsik Choi (Illinois State University, USA), Wayne
Wright (Purdue University, USA), and Trish Morita-Mullaney (Purdue
University, USA)
4. Translanguaging for Multilingual Proficiencies: From an English Language
into a Languages Classroom, Rachel Muchira (Leipzig University, Germany)
5. Translanguaging Teaching Strategies in South Korea: Reframing EFL
Elementary Classrooms as Multilingual Classrooms, Michael Rabbidge
(University of Waikato, New Zealand)
6. A Critical Approach to Reading Assessment of Multilingual Language
Learners: A Case Study of Translanguaging Pedagogies, Teacher Knowledge, and
Know-How, Laura Ascenzi-Moreno (Brooklyn College, USA) and Jennifer Conte
(Westchester County, NY dual language bilingual public school, USA)
Section III. Translanguaging Practices in Secondary Classrooms
7. Translanguaging as a Decolonial Option: Exploring Curricular Cracks for
Critical Literacy in EFL Classrooms, Phelippe Oliveira (Universidade Federal
de Minas Gerais, Brazil) and Sunny Man Chu Lau (Bishops University, Canada)
8. Translanguaging in Action with Youth from Refugee Backgrounds, Saskia Van
Viegen (York University, Canada)
9. Aware-Explore-Apply Strengths Model: Translanguaging and Transknowledging
for Critical Embodied Engagement, Joanna Rowe (Kativik Ilisarniliriniq School
Board, Canada) and Sunny Man Chu Lau (Bishops University, Canada)
Afterword, Ofelia García (The Graduate Center, City University of New York,
USA)
Zhongfeng Tian is Associate Professor of Bilingual Education in the Department of Urban Education at Rutgers UniversityNewark, USA.
Sunny Man Chu Lau is Professor in the School of Education at Bishop's University, Canada, and Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning.
