Leveraging Student Bilingualism for Learning
The Translanguaging Classroom
Communication and Language, Special Education
The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms.
Contains Companion Materials
00199 978-1-934000-19-9
2016 224
Available Stock
The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways. From a sociolinguistic perspective, translanguaging can be understood as the dynamic language practices of bilinguals. From a pedagogical perspective, translanguaging can be understood as an instructional and assessment framework that teachers can use strategically and purposefully to:

  1. Support bilingual students as they engage with and comprehend complex content and texts
  2. Provide opportunities for bilingual students to develop linguistic practices for academic contexts
  3. Make space for students’ bilingualism and ways of understanding
  4. Support bilingual students’ socioemotional development and bilingual identities

García, Ibarra Johnson, and Seltzer illustrate their translanguaging pedagogy in action with examples from three very different contexts: a 5th-grade dual-language bilingual class taught by a bilingual teacher in New Mexico, an 11th-grade English-medium social studies class serving a predominantly Latino classroom taught by an English monolingual teacher in New York, and a 7th-grade ESL teacher working with students from a variety of linguistic and cultural backgrounds in California. Teachers learn to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms.

Special Features
  • Learning objectives for every chapter
  • Vignettes to illustrate pedagogical strategies
  • Sample translanguaging unit designs for instruction and assessment in bilingual and English-medium contexts
  • Tools for teacher planning, implementation, and evaluation
  • End-of-chapter activities to help teachers apply what they learn to their own classrooms


Chapter 1: Translanguaging Classrooms: Contexts and Purposes

Chapter 2: Language Practices and the Translanguaging Classroom Framework

Chapter 3: Documenting Students’ Dynamic Bilingualism

Chapter 4: Translanguaging Stance


Chapter 4: Translanguaging Stance

Chapter 5: Translanguaging Design in Instruction

Chapter 6: Translanguaging Design in Assessment

Chapter 7: Translanguaging Pedagogy in Action


Chapter 8: Standards in the Translanguaging Classroom

Chapter 9: Content-Area Literacy in the Translanguaging Classroom

Chapter 10: Biliteracy in the Translanguaging Classroom

Chapter 11: Socioemotional Well-Being and Social Justice






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Rachel Gilbert, Jeffco Public Schools - March 4, 2022
While the concept of translanguaging is a relatively new term in the world of bilingualism and bilingual education, the ideas in the book are not necessarily new. In conversations, the concept of translanguaging has always felt “forced” for me. Translanguaging could be described as “the day-to-day practices [that] provided multiple opportunities for students to have ongoing access to each other's linguistic, cultural, and cognitive resources, and these practices had consequences that extended beyond the classroom walls” (Gutiérrez et al., 1999). Yet this was a definition used by Gutierrez in the 1990s to describe hybridity and the Third Space. One thing this book does exceptionally well is give names to concepts that have been floating out there as informal or less-known techniques and put them into a functional framework. After reading this book, I was able to adopt new terms to describe the language learning process and was also able to start framing conversations with a new pedagogical and equitable approach for teachers. In my role as a dual language instructional coach, I have already started to see shifts in teacher beliefs about student strengths and instructional approaches.
DescriptionAuthorsReviews Rachel K. Gilbert Jeffco Public S De La Vega, Associate ProfessorPortland State University - March 2, 2022
We have found Caslon's books to be a perfect fit for the Bilingual Teacher Pathway Program, which is a two-year teacher preparation program for bilingual educational assistants who want to become teachers. Recently, I looked at your guiding principles that made me feel like I had found a home! Thank you for publishing such awesome books!
Meral Kaya, Brooklyn College, City University of New York (CUNY) - March 2, 2022
Considering how diverse and global our world has become, we need more than ever a stance that will broaden our understanding of bilingualism and create space for bilingual learning and instruction. It is a challenge to address the needs of students who speak languages other than English. It is more challenging to help teachers understand and envision the ways we can reach bilingual students and make a difference in their success through valuing, embracing, and utilizing their language capabilities and skills, culture, home language,and their complex language practices. In a moment where immigration policies are changing, and while inequality continues to exist in the education system, teachers need to be effectively equipped to challenge established ideas and traditional models about how to teach to bilingual students and shift their understanding to productively accommodate and nurture students’ learning and help them achieve academic success..."