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This expanded edition of the International Multilingual Research
Journal's recent special issue on translanguaging - or the dynamic,
normative languaging practices of bilinguals - presents a powerful,
comprehensive volume on current scholarship on this topic.
Translanguaging can be understood from multiple perspectives. From
a sociolinguistic point of view, it describes the flexible language
practices of bilingual communities. From a pedagogical one, it
describes strategic and complementary approaches to teaching and
learning through which teachers build bridges between the everyday
language practices of bilinguals and the language practices and
performances desired in formal school settings. The Complex and
Dynamic Language Practices of Emergent Bilinguals explores the
pedagogical possibilities and challenges of translanguaging
practice and pedagogy across a variety of U.S. educational programs
that serve language-minoritized, emergent bilingual children and
illustrates the affordances of dynamic, multilingual learning
contexts in expanding emergent bilingual children's linguistic
repertoires and supporting their participation in formalized,
school-based language performances that socialize them into the
discourses of schooling. Taken together, the chapters in this
volume examine the dynamic interactions and complex language
ideologies of bilinguals-including pre- and in-service teachers,
preK-12 students, and other members of multilingual and
multidialectal sociolinguistic communities throughout the United
States-as they language fluidly and flexibly and challenge the
marginalization of these normative bilingual practices in academic
settings and beyond. The articles in this book were originally
published in the International Multilingual Research Journal.
This expanded edition of the International Multilingual Research
Journal's recent special issue on translanguaging - or the dynamic,
normative languaging practices of bilinguals - presents a powerful,
comprehensive volume on current scholarship on this topic.
Translanguaging can be understood from multiple perspectives. From
a sociolinguistic point of view, it describes the flexible language
practices of bilingual communities. From a pedagogical one, it
describes strategic and complementary approaches to teaching and
learning through which teachers build bridges between the everyday
language practices of bilinguals and the language practices and
performances desired in formal school settings. The Complex and
Dynamic Language Practices of Emergent Bilinguals explores the
pedagogical possibilities and challenges of translanguaging
practice and pedagogy across a variety of U.S. educational programs
that serve language-minoritized, emergent bilingual children and
illustrates the affordances of dynamic, multilingual learning
contexts in expanding emergent bilingual children's linguistic
repertoires and supporting their participation in formalized,
school-based language performances that socialize them into the
discourses of schooling. Taken together, the chapters in this
volume examine the dynamic interactions and complex language
ideologies of bilinguals-including pre- and in-service teachers,
preK-12 students, and other members of multilingual and
multidialectal sociolinguistic communities throughout the United
States-as they language fluidly and flexibly and challenge the
marginalization of these normative bilingual practices in academic
settings and beyond. The articles in this book were originally
published in the International Multilingual Research Journal.
A large and growing number of students from culturally and
linguistically diverse backgrounds in the US and around the world
have the potential to develop bilingualism and biliteracy if
supported in their immediate environment. At the forefront in
focusing exclusively on biliteracy development in early childhood
across a variety of languages, this book provides both findings
from empirical research with young bilinguals in home and school
contexts and practical applications of these findings. Each chapter
is structured in a similar format to offer parallel descriptions of
the research, including a brief review of related empirical
studies, an overview of the methods for data collection and
analysis, a description of the main findings, and specific
pedagogical implications to support educators' efforts to construct
meaningful, challenging, and dynamic literacy and language learning
communities where one or more languages are used for communicating
and learning. Pushing the field forward, this book is a valuable
resource for helping literacy educators understand and respond to
critical issues related to the development of young children's
literate competencies in two languages in home and school contexts.
A large and growing number of students from culturally and
linguistically diverse backgrounds in the US and around the world
have the potential to develop bilingualism and biliteracy if
supported in their immediate environment. At the forefront in
focusing exclusively on biliteracy development in early childhood
across a variety of languages, this book provides both findings
from empirical research with young bilinguals in home and school
contexts and practical applications of these findings. Each chapter
is structured in a similar format to offer parallel descriptions of
the research, including a brief review of related empirical
studies, an overview of the methods for data collection and
analysis, a description of the main findings, and specific
pedagogical implications to support educators' efforts to construct
meaningful, challenging, and dynamic literacy and language learning
communities where one or more languages are used for communicating
and learning. Pushing the field forward, this book is a valuable
resource for helping literacy educators understand and respond to
critical issues related to the development of young children's
literate competencies in two languages in home and school contexts.
Unequivocally, advocacy for bilingual learners has been at the
forefront of educators' work and has also led to critical
theoretical advancements and policies. Nevertheless, the bilingual
education field has been challenged by "unsystematic curricular
innovations and few important pedagogical advances" (Garci a, in
Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on
curricular and pedagogical innovations in bilingual teacher
education and its impact on bilingual curriculum and instruction is
still nascent. This edited volume extends our field of studies by
highlighting novel 21st century curricular designs and pedagogical
practices in the preparation of future bilingual teachers and their
relevance for advancing curriculum, instruction, and educational
achievement across bilingual school contexts. In particular, the
volume provides a much-needed overview of innovative bilingual
teacher preparation practices designed and implemented to develop
bilingual teacher professionals equipped to effect curricular and
pedagogical changes in bilingual settings. As such, two main
questions guiding the orchestration of the volume are: (a) What
innovative curricular and pedagogical designs characterize the
field of bilingual teacher education in 21st century? and (b) How
do or could these innovative curricular and pedagogical approaches
for educating future bilingual teachers influence teacher practices
in bilingual contexts for advancing curriculum, pedagogy and the
achievement of bilingual learners? Following the knowledge
construction process characterizing how new curricular and
pedagogical developments are established in the field of bilingual
teacher education, a distinctive feature of the volume pertains to
how its twelve chapters are organized along efforts to develop,
implement, and/or research innovative bilingual teacher preparation
practices from a range of theoretical, analytical, and research
traditions
Unequivocally, advocacy for bilingual learners has been at the
forefront of educators' work and has also led to critical
theoretical advancements and policies. Nevertheless, the bilingual
education field has been challenged by "unsystematic curricular
innovations and few important pedagogical advances" (Garci a, in
Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on
curricular and pedagogical innovations in bilingual teacher
education and its impact on bilingual curriculum and instruction is
still nascent. This edited volume extends our field of studies by
highlighting novel 21st century curricular designs and pedagogical
practices in the preparation of future bilingual teachers and their
relevance for advancing curriculum, instruction, and educational
achievement across bilingual school contexts. In particular, the
volume provides a much-needed overview of innovative bilingual
teacher preparation practices designed and implemented to develop
bilingual teacher professionals equipped to effect curricular and
pedagogical changes in bilingual settings. As such, two main
questions guiding the orchestration of the volume are: (a) What
innovative curricular and pedagogical designs characterize the
field of bilingual teacher education in 21st century? and (b) How
do or could these innovative curricular and pedagogical approaches
for educating future bilingual teachers influence teacher practices
in bilingual contexts for advancing curriculum, pedagogy and the
achievement of bilingual learners? Following the knowledge
construction process characterizing how new curricular and
pedagogical developments are established in the field of bilingual
teacher education, a distinctive feature of the volume pertains to
how its twelve chapters are organized along efforts to develop,
implement, and/or research innovative bilingual teacher preparation
practices from a range of theoretical, analytical, and research
traditions.
Diversity is at the heart of today's education debates. Often,
school policies and programs designed to encourage and embrace
diversity are met with public ire and a deep misunderstanding of
how diversity serves learning. This work explains how diversity is
an essential element in classroom settings. As children from around
the world continue to pour into U.S. classrooms, an understanding
of cultural and linguistic diversity in its broadest sense moves to
the foreground. In a post 9/11 world, the benefits of understanding
diversity take on urgent meaning. The introductory chapter,
"Participating in Democracy Means Participating in Schools," sets
the tone for the discussion to follow. As the geographic
backgrounds of immigrants becomes increasingly diverse, religion
must be added to previous discussions of race, ethnicity, and
language. Thus, the need for the public to understand how shifts in
population affect schools, makes this work a vital resource for
anyone concerned with education today.
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