Description
Book SynopsisThis 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.
Trade ReviewThis important and inspirational volume brings hope and justice to K-12 schools. It deepens the understanding of translanguaging pedagogies towards transformative translanguaging spaces for bilingual students. The book rompe fronteras y muros sin miedo and stays true to the academic, linguistic, and political origins and purposes of the translanguaging movement in the field. * Juan A. Freire, Brigham Young University, USA *
Transformative Translanguaging Espacios reminds us that Latinx communities must insist on politicizing our translanguaging practices on our own terms, and reject decades of politicization experienced via reductive and harmful language policies and practices. The authors – scholars and maestrxs – inspire us to move forward with the political and radical spirit of translanguaging scholarship toward consequential learning possibilities, y sin miedo! * Danny C. Martinez University of California, Davis, USA *
A counternarrative to dominant conceptualizations of bilingualism that pathologize the complex and dynamic language practices of racialized bi/multilingual communities, Transformative Translanguaging Espacios centers the perspective of language as performed by diverse Latinx bilingual students and their teachers. The editors and authors clearly and cogently articulate the affordances of translanguaging pedagogy as a transformative tool for anti-racist work in education in this accessible, engaging, and thought-provoking volume. * Mileidis Gort, University of Colorado Boulder, USA *
This edited volume helps hone translanguaging as a theory of language use by documenting and delineating its transformative potential. Furthermore, it makes an important contribution to teaching practice by looking at how translanguaging pedagogies can create and sustain humanizing and just classrooms.
-- Mark B. Pacheco, University of Florida, USA * Language and Education, 2022 *
...this is an excellent state-of-the-art edition that synergizes the various works of passionate and dedicated scholars, teachers, and school administrators. I highly recommend this book to scholars in Bilingual Education, doctoral students, bilingual educators, and, most importantly, school administrators across the country.
-- Kevin Perez, New York University, USA * Journal of Language, Identity & Education, 2022 *
Table of ContentsAgradecimientos
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
