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Transformative Translanguaging Espacios Latinx Students and their Teachers Rompiendo Fronteras sin Miedo

Sánchez, Maite T. García, Ofelia
Heftet / 2021 / Engelsk

Produktdetaljer

ISBN
9781788926041
Publisert
2021-11-15
Utgiver
Vendor
Multilingual Matters
Vekt
508 gr
Høyde
234 mm
Bredde
156 mm
Dybde
18 mm
Aldersnivå
UP, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
336

Redaktør
Sánchez, Maite T.
García, Ofelia

Biographical note

Maite T. Sánchez is an Assistant Professor of Bilingual Education at Hunter College of the City University of New York, USA. Her research focuses on language education policy and practice, particularly related to Latinx and other minoritized bilingual students, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession. She has published in journals such as Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism and TESOL Quarterly.

Ofelia García is Professor Emerita in the PhD programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).

Transformative Translanguaging Espacios Latinx Students and their Teachers Rompiendo Fronteras sin Miedo

Sánchez, Maite T. García, Ofelia
Heftet / 2021 / Engelsk
Sánchez, Maite T. García, Ofelia
Heftet / 2021 / Engelsk
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This book contributes to the understanding of the transformative power of incorporating translanguaging, the dynamic language practices of bi/multilingual communities, in the schooling of US Latinx children and youth. It showcases instructional spaces in US education where Latinx children’s and youths’ translanguaging is at the center of their teaching and learning. By centering racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, it transforms the monolingual-white supremacy ideology of many educational spaces. In so doing, racialized bilingual Latinx subjectivities are potentially transformed, as students learn to understand processes of colonization and domination that have robbed them of opportunities to use their entire semiotic repertoire in learning. The book makes a strong theoretical contribution to the field, putting decolonial, post-structuralist understandings of language and bilingualism alongside critical race theory and critical pedagogy.
Les mer
This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.
Les mer
Agradecimientos Contributors Nelson Flores: Foreword: The Transformative Possibilities of Translanguaging Maite T. Sánchez and Ofelia García: Introducción: Transforming Educational Espacios: Translanguaging Sin Miedo Part 1: Latinx Children and Youth, Translanguaging and Transformation Chapter 1. Ofelia García and Maite T. Sánchez: The Making of the Language of US Latinxs: Translanguaging Tejidos Part 2: Good and Agency ¿Para Quién? Chapter 2. Dan Heiman, Claudia G. Cervantes-Soon and Andrew H. Hurie: 'Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrification and Reclaiming Space through a Critical Translanguaging Pedagogy Chapter 3. Luis E. Poza and Aaron Stites: 'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying Neighborhood Part 3: Possibilities from the Fronteras Chapter 4. Ramón Antonio Martínez, Victoria Melgarejo Vieyra, Neida Basheer Ahmad and Jessica Lee Stovall: Prefiguring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual Education Chapter 5. María Teresa (Mayte) de la Piedra and Alberto Esquinca: Translanguaging and Other Forms of Capital in Dual Language Bilingual Education: Lessons from la Frontera Chapter 6. Maite T. Sánchez, Ivana Espinet and Victoria Hunt: Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual School Chapter 7. Suzanne García-Mateus, Kathryn I. Henderson, Mónica Téllez-Arsté and Deborah K. Palmer: An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing Pedagogy Part 4: Corridos y Cuentos Across and Beyond Chapter 8. Cati V. de los Ríos and Kate Seltzer: Collaborative Corridos: Ballads of Unity and Justice Chapter 9. Luz Yadira Herrera and Carla España: Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating Pedagogy Part 5: Raising the Potencial of 'Los Otros' Latinx Bilingual Children and Youth Chapter 10. Maribel Gárate-Estes, Gloshanda L. Lawyer and Carla García-Fernández: The US Latinx Deaf Communities: Situating and Envisioning the Transformative Potential of Translanguaging Chapter 11. María Cioè-Peña and Rebecca E. Linares: What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as Disabled Part 6: Conclusión Chapter 12. Maite T. Sánchez: A Path Pa’lante! Amplifying Translanguaging Espacios Sin Miedo Guadalupe Valdés: Afterword: No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of Translanguaging Index
Les mer
This important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field.
Les mer
First book to focus specifically on how language and race operate in the education of a marginalised and diverse group of students

Relaterte produkter

This book contributes to the understanding of the transformative power of incorporating translanguaging, the dynamic language practices of bi/multilingual communities, in the schooling of US Latinx children and youth. It showcases instructional spaces in US education where Latinx children’s and youths’ translanguaging is at the center of their teaching and learning. By centering racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, it transforms the monolingual-white supremacy ideology of many educational spaces. In so doing, racialized bilingual Latinx subjectivities are potentially transformed, as students learn to understand processes of colonization and domination that have robbed them of opportunities to use their entire semiotic repertoire in learning. The book makes a strong theoretical contribution to the field, putting decolonial, post-structuralist understandings of language and bilingualism alongside critical race theory and critical pedagogy.
Les mer
This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.
Les mer
Agradecimientos Contributors Nelson Flores: Foreword: The Transformative Possibilities of Translanguaging Maite T. Sánchez and Ofelia García: Introducción: Transforming Educational Espacios: Translanguaging Sin Miedo Part 1: Latinx Children and Youth, Translanguaging and Transformation Chapter 1. Ofelia García and Maite T. Sánchez: The Making of the Language of US Latinxs: Translanguaging Tejidos Part 2: Good and Agency ¿Para Quién? Chapter 2. Dan Heiman, Claudia G. Cervantes-Soon and Andrew H. Hurie: 'Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrification and Reclaiming Space through a Critical Translanguaging Pedagogy Chapter 3. Luis E. Poza and Aaron Stites: 'They Are Going to Forget about Us': Translanguaging and Student Agency in a Gentrifying Neighborhood Part 3: Possibilities from the Fronteras Chapter 4. Ramón Antonio Martínez, Victoria Melgarejo Vieyra, Neida Basheer Ahmad and Jessica Lee Stovall: Prefiguring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual Education Chapter 5. María Teresa (Mayte) de la Piedra and Alberto Esquinca: Translanguaging and Other Forms of Capital in Dual Language Bilingual Education: Lessons from la Frontera Chapter 6. Maite T. Sánchez, Ivana Espinet and Victoria Hunt: Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual School Chapter 7. Suzanne García-Mateus, Kathryn I. Henderson, Mónica Téllez-Arsté and Deborah K. Palmer: An Experienced Bilingual Latina Teacher and Pre-K Latinx Students in the Borderlands: Translanguaging as Humanizing Pedagogy Part 4: Corridos y Cuentos Across and Beyond Chapter 8. Cati V. de los Ríos and Kate Seltzer: Collaborative Corridos: Ballads of Unity and Justice Chapter 9. Luz Yadira Herrera and Carla España: Critical Translanguaging Literacies and Latinx Children's Literature: Making Space for a Transformative and Liberating Pedagogy Part 5: Raising the Potencial of 'Los Otros' Latinx Bilingual Children and Youth Chapter 10. Maribel Gárate-Estes, Gloshanda L. Lawyer and Carla García-Fernández: The US Latinx Deaf Communities: Situating and Envisioning the Transformative Potential of Translanguaging Chapter 11. María Cioè-Peña and Rebecca E. Linares: What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as Disabled Part 6: Conclusión Chapter 12. Maite T. Sánchez: A Path Pa’lante! Amplifying Translanguaging Espacios Sin Miedo Guadalupe Valdés: Afterword: No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of Translanguaging Index
Les mer
This important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field.
Les mer
First book to focus specifically on how language and race operate in the education of a marginalised and diverse group of students

Produktdetaljer

ISBN
9781788926041
Publisert
2021-11-15
Utgiver
Vendor
Multilingual Matters
Vekt
508 gr
Høyde
234 mm
Bredde
156 mm
Dybde
18 mm
Aldersnivå
UP, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
336

Redaktør
Sánchez, Maite T.
García, Ofelia

Biographical note

Maite T. Sánchez is an Assistant Professor of Bilingual Education at Hunter College of the City University of New York, USA. Her research focuses on language education policy and practice, particularly related to Latinx and other minoritized bilingual students, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession. She has published in journals such as Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism and TESOL Quarterly.

Ofelia García is Professor Emerita in the PhD programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).

Relaterte produkter