Taking a close look at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms and how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges.

CONTENTS ForewordRicardo Otheguy Acknowledgements IntroductionPART I: TRANSLANGUAGING THEORY AND A PROJECTChapter 1Translanguaging Theory in EducationOfelia García and Tatyana KleynChapter 2A Translanguaging Educational Project Ofelia García and Tatyana KleynPART II: THE CASE STUDIESChapter 3Student Voices Shining Through: Exploring translanguaging as a literary deviceAnn E. Ebe with Charene Chapman-SantiagoChapter 4Balancing Windows and Mirrors: Translanguaging in a linguistically diverse classroomHeather H. Woodley with Andrew Brown Chapter 5The Grupito Flexes their Listening and Learning MusclesTatyana Kleyn with Hulda YauChapter 6Declaring Freedom: Translanguaging in the social studies classroom to understand complex textsBrian A. Collins and María Cioè PeñaChapter 7Navigating Turbulent Waters: Translanguaging to support academic and socio-emotional well-beingKate Seltzer and Brian A. Collins with Katrina Mae AngelesChapter 8Reclaiming Bilingualism: Translanguaging in a science classCecilia M. Espinosa and Luz Yadira Herrera with Claudia Montoya GaudreauPART III: IMPLICATIONS FOR POLICY AND PRACTICE Chapter 9A Translanguaging Education Policy: Disruptions and creating spaces of possibilityOfelia García and Tatyana KleynChapter 10Setting the Path: Implications for teachers and teacher educatorsTatyana KleynConclusionAfterwordKate Menken and Maria Teresa (Maite) SánchezList of Contributors

"Garcia and Kleyn’s text portrays a collaborative project on educating bilingual students. The core of the volume demonstrates how translanguaging is put into practice in actual classroom settings. Applying a transformative action research design in several case studies, the authors show how the concept of translanguaging can transform theory, policy, and practice of education in general and bilingual education in particular."-- TESOL QUARTERLY Vol. 51, No. 4, December 2017