Translanguaging and Transformative Teaching for Emergent Bilingual Students
Lessons from the CUNY-NYSIEB Project

A critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project?s positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researchers, scholars, and students in TESOL and bilingual education, as well as educators working with language minoritized students.

Foreword: Danling Fu

Overviewing with CUNY-NYSIEB Lentes y Emergent Pasos

Ofelia García

SECTION I: Foundations: Translanguaging Theory/Practice and a Project

CHAPTER 1

Conceptualizing Translanguaging Theory/Practice Juntos

Ofelia García

Ricardo Otheguy

CHAPTER 2

Constructing Translanguaging School Policies and Practices

Kate Menken

Ofelia García

CHAPTER 3

The Backdrop and Roadmap of a Translanguaging Project

Tatyana Kleyn

Maite T. Sánchez

SECTION II: Evolving Juntos Structures

CHAPTER 4

Different Leaderships: Different times

Ivana Espinet

Nelson Flores

Maite T. Sánchez

Kate Seltzer

CHAPTER 5

Emergent Bilingual Leadership Teams: Distributed Leadership in CUNY-NYSIEB Schools

Maite T. Sánchez

Kate Menken

CHAPTER 6

Working Juntos and Across: Bilingual Education, English as a Second Language, English Language Arts and Community Engagement

Brian Collins

Meral Kaya

Liza Pappas

Karen Zaino

[Teacher/Researcher Box #6.1: Lauren Ardizzone]

SECTION III: Shifting Educational Spaces

CHAPTER 7

Developing Translanguaging Pedagogical Material

Sara Vogel

Kate Seltzer

Kathryn Carpenter

Ann E. Ebe

Christina Celic

Kahdeidra Martin

[Teacher/Researcher Box #7.1: Elyn Ballatyne-Berry]

[Teacher/Researcher Box #7.2: Alexandra (Ali) Cabrera-Terry]

CHAPTER 8

Fostering Bilingual Reading Identities in Dual Language Bilingual Classrooms

Gladys Y. Aponte

Ivana Espinet

Kate Seltzer

[Teacher/Researcher Box #8.1: Jason Horowitz and Tim Becker]

CHAPTER 9

Multilingual Ecologies in CUNY-NYSIEB schools

Kate Menken

Vanessa Pérez-Rosario

Luis Guzmán Valerio

[Teacher/Researcher Box #9.1]

SECTION IV: Literacies Juntos: Instruction and Assessment

CHAPTER 10

Translanguaging and Emergent Literacy in Early Childhood Education

Zoila Morell

Dina López

[Teacher/Researcher Box #10.1: Maeva López-Kaseem]

CHAPTER 11

Translanguaging Literacies: Children’s literature and literacy instruction

Carla España

Luz Yadira Herrera

[Teacher/Researcher Box #11.1: Hulda Yau]

CHAPTER 12

Building on Strengths: Translanguaging and Writing

Cecilia M. Espinosa

Laura Ascenzi Moreno

Sara Vogel

[Teacher/Researcher Box #12.1: Nicole Nichter]

CHAPTER 13

Leveraging the ‘Learning Edge’: Translanguaging, Teacher Agency, and Assessing Emergent Bilinguals’ Reading

Laura Ascenzi-Moreno

[Teacher/Researcher Box #13.1: Andy Brown]

SECTION V: Inquiry en Comunidad

CHAPTER 14

Interrogating Language Ideologies in the Primary Grades: A Community Language Inquiry Unit

Ivana Espinet

Gladys Y. Aponte

Maite T. Sánchez

Diane Cardenas Figueroa

Ashley Busone-Rodríguez

[Teacher/Researcher Box #14.1: Annabelle Maroney and Rebeca Madrigal]

CHAPTER 15

Hand in Hand: Parent Collaboration in the Classroom Context

Ivana Espinet

Khánh Lê

[Teacher/Researcher Box #15.1: Elizabeth (Liz) Menéndez and Sabrina Poms]

SECTION VI: Transforming Teacher Education

CHAPTER 16

Transforming Urban Teacher Education: The City University of New York

Cecilia M. Espinosa

Laura Ascenzi-Moreno

Tatyana Kleyn

Maite T. Sánchez

[Teacher/Researcher Box #16.1: Olivia Mulcahy]

CHAPTER 17

Different Places, Different Issues: Teacher Education Reimagined through the CUNY-NYSIEB Experience

Heather Woodley

María Cioè-Peña

Sarah Hesson

Cristian R. Solorza

[Teacher/Researcher Box #17.1: Valentina Carbonara and Andrea Scibetta]

CHAPTER 18

Reimagining Teacher Education for Emergent Bilinguals: Going Upstate

Erin Kearney

Kate Mahoney

[Teacher Box #18.1: János Imre Heltai and Bernadett Jani-Demetriou]

This book is co-written by the CUNY-NYSIEB (CUNY-New York State Initiative on Emergent Bilinguals) team. CUNY-NYSIEB is made up of scholars, researchers, teacher educators, doctoral students, teachers and school administrators. It draws its work and inspiration from the students, parents and community members with whom they work.