Translanguaging and Transformative Teaching for Emergent Bilingual Students

A critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project's positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researchers, scholars, and students in TESOL and bilingual education, as well as educators working with language minoritized students.

This book is co-written by the CUNY-NYSIEB (CUNY-New York State Initiative on Emergent Bilinguals) team. CUNY-NYSIEB is made up of scholars, researchers, teacher educators, doctoral students, teachers and school administrators. It draws its work and inspiration from the students, parents and community members with whom they work.

Foreword: Danling Fu Overviewing with CUNY-NYSIEB Lentes y Emergent Pasos Ofelia García SECTION I: Foundations: Translanguaging Theory/Practice and a Project CHAPTER 1 Conceptualizing Translanguaging Theory/Practice Juntos Ofelia García Ricardo Otheguy CHAPTER 2 Constructing Translanguaging School Policies and Practices Kate Menken Ofelia García CHAPTER 3 The Backdrop and Roadmap of a Translanguaging Project Tatyana Kleyn Maite T. Sánchez SECTION II: Evolving Juntos Structures CHAPTER 4 Different Leaderships: Different times Ivana Espinet Nelson Flores Maite T. Sánchez Kate Seltzer CHAPTER 5 Emergent Bilingual Leadership Teams: Distributed Leadership in CUNY-NYSIEB Schools Maite T. Sánchez Kate Menken CHAPTER 6 Working Juntos and Across: Bilingual Education, English as a Second Language, English Language Arts and Community Engagement Brian Collins Meral Kaya Liza Pappas Karen Zaino [Teacher/Researcher Box #6.1: Lauren Ardizzone] SECTION III: Shifting Educational Spaces CHAPTER 7 Developing Translanguaging Pedagogical Material Sara Vogel Kate Seltzer Kathryn Carpenter Ann E. Ebe Christina Celic Kahdeidra Martin [Teacher/Researcher Box #7.1: Elyn Ballatyne-Berry] [Teacher/Researcher Box #7.2: Alexandra (Ali) Cabrera-Terry] CHAPTER 8 Fostering Bilingual Reading Identities in Dual Language Bilingual Classrooms Gladys Y. Aponte Ivana Espinet Kate Seltzer [Teacher/Researcher Box #8.1: Jason Horowitz and Tim Becker] CHAPTER 9 Multilingual Ecologies in CUNY-NYSIEB schools Kate Menken Vanessa Pérez-Rosario Luis Guzmán Valerio [Teacher/Researcher Box #9.1] SECTION IV: Literacies Juntos: Instruction and Assessment CHAPTER 10 Translanguaging and Emergent Literacy in Early Childhood Education Zoila Morell Dina López [Teacher/Researcher Box #10.1: Maeva López-Kaseem] CHAPTER 11 Translanguaging Literacies: Children's literature and literacy instruction Carla España Luz Yadira Herrera [Teacher/Researcher Box #11.1: Hulda Yau] CHAPTER 12 Building on Strengths: Translanguaging and Writing Cecilia M. Espinosa Laura Ascenzi Moreno Sara Vogel [Teacher/Researcher Box #12.1: Nicole Nichter] CHAPTER 13 Leveraging the 'Learning Edge': Translanguaging, Teacher Agency, and Assessing Emergent Bilinguals' Reading Laura Ascenzi-Moreno [Teacher/Researcher Box #13.1: Andy Brown] SECTION V: Inquiry en Comunidad CHAPTER 14 Interrogating Language Ideologies in the Primary Grades: A Community Language Inquiry Unit Ivana Espinet Gladys Y. Aponte Maite T. Sánchez Diane Cardenas Figueroa Ashley Busone-Rodríguez [Teacher/Researcher Box #14.1: Annabelle Maroney and Rebeca Madrigal] CHAPTER 15 Hand in Hand: Parent Collaboration in the Classroom Context Ivana Espinet Khánh Lê [Teacher/Researcher Box #15.1: Elizabeth (Liz) Menéndez and Sabrina Poms] SECTION VI: Transforming Teacher Education CHAPTER 16 Transforming Urban Teacher Education: The City University of New York Cecilia M. Espinosa Laura Ascenzi-Moreno Tatyana Kleyn Maite T. Sánchez [Teacher/Researcher Box #16.1: Olivia Mulcahy] CHAPTER 17 Different Places, Different Issues: Teacher Education Reimagined through the CUNY-NYSIEB Experience Heather Woodley María Cioè-Peña Sarah Hesson Cristian R. Solorza [Teacher/Researcher Box #17.1: Valentina Carbonara and Andrea Scibetta] CHAPTER 18 Reimagining Teacher Education for Emergent Bilinguals: Going Upstate Erin Kearney Kate Mahoney [Teacher Box #18.1: János Imre Heltai and Bernadett Jani-Demetriou]