1st Edition
Translanguaging and Transformative Teaching for Emergent Bilingual Students Lessons from the CUNY-NYSIEB Project
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.
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]
Biography
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.
