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This volume explores the pedagogical possibilities and challenges of translanguaging practice and pedagogy across a variety of U.S. educational programs that serve language-minoritized, and emergent bilingual children. It was published in the International Multilingual Research Journal.
Mileidis Gort is Professor of Bilingual Education and Biliteracy at the University of Colorado, Boulder, USA. Her research focuses on the complex and varied ways in which emergent bilingual children use their dynamic linguistic and cultural funds of knowledge to learn and interact with teachers and peers in dual language classrooms.
Introduction 1. Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning 2. Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse 3. Coordinated Translanguaging Pedagogies as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices During Shared Book Readings 4. Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging 5. Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions 6. "What Do You Want to Say?" How Adolescents Use Translanguaging to Expand Learning Opportunities 7. Theorizing Translanguaging and Multilingual Literacies Through Human Capital Theory 8. Many Mansions: Conceptualizing Translingual Curriculum Afterword
