Transformative Translanguaging Espacios

Latinx Students and their Teachers Rompiendo Fronteras sin Miedo
Erscheinungsjahr 2021
ISBN: 978-1-78892-604-1
Verlag: Multilingual Matters

Buch, Englisch, 309 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 506 g

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.

Autoren/Hrsg.

Sánchez, Maite T.

García, Ofelia

Fachgebiete

• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik

Inhaltsverzeichnis

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

Über Autor(innen)

García, Ofelia
Ofelia García is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center, City University of New York.  She has published widely in the areas of multilingualism and translanguaging, the education of bilingual students, sociolinguistics, and language education policy and practice. García has received Distinguished Scholar Lifetime Awards from the American Education Research Association (AERA) (Social Contexts in Education, 2019, and Bilingual Education, 2017); from the Modern Language Association (MLA), 2022; and from The Literacy Research Association (LRA), 2024. In 2023 she was elected into The Academy of Arts and Sciences (2023) and in 2018 into the National Academy of Education (2018). Her website: www.ofeliagarcia.org.

Sánchez, Maite T.
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.

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).