The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
García Otheguy Ph.D., Ofelia; Johnson Ph.D., Susana; Seltzer Ph.D., Kate
Lingua: inglese
Editore: Brookes Publishing, 2016
- Brossura
- Usato
Da: Coas Books, Las Cruces, NM, U.S.A.Coas Books
Venditore AbeBooks dal 23 gennaio 1998
Condizione: Usato - Discreto
EUR 20,21
Quantità: 1 disponibili
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Cover image may vary. Cover is worn. Item has staining. Binding is split. Paperback.
Codice articolo COBV.1934000191.A
- Titolo
- The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
- Autore
- García Otheguy Ph.D., Ofelia; Johnson Ph.D., Susana; Seltzer Ph.D., Kate
- Editore
- Brookes Publishing
- Anno di pubblicazione
- 2016
- Condizione
- acceptable
- Rilegatura
- Brossura
- Lingua
- inglese
- ISBN 10
- 1934000191
- ISBN 13
- 9781934000199
- Support bilingual students as they engage with and comprehend complex content and texts
- Provide opportunities for bilingual students to develop linguistic practices for academic contexts
- Make space for students’ bilingualism and ways of understanding
- 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
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Informazioni sull’autore
Ofelia García, is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York. García 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). She is a member of the U.S. National Academy of Education.
Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students stems from her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally.
Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, Seltzer worked as a high school English language arts teacher in New York City where most of her students were bilingual.
Ofelia Garc?a is a professor in the Urban Education and Hispanic Literatures and Languages Ph.D. programs at the Graduate Center, CUNY. Garc?a has published extensively on bilingualism and the education of bilingual children. Her work is grounded in her experience of leaving Cuba at the age of 11, teaching language minority students bilingually, and educating bilingual and ESL teachers in New York City. Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students is grounded in her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally.Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, she worked as a high school English language arts teacher in New York City where most of her students were bilingual. Ofelia Garc?a is a professor in the Urban Education and Hispanic Literatures and Languages Ph.D. programs at the Graduate Center, CUNY. Garc?a has published extensively on bilingualism and the education of bilingual children. Her work is grounded in her experience of leaving Cuba at the age of 11, teaching language minority students bilingually, and educating bilingual and ESL teachers in New York City. Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students is grounded in her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally.Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, she worked as a high school English language arts teacher in New York City where most of her students were bilingual.
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Coas Books
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Venditore AbeBooks dal 23 gennaio 1998
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