References
- Ayers, W., Quinn, T., & Stovall, D. (2009). Handbook of social justice in education. New York: Routledge.
- Baker, C. (2006). The measurement of bilingualism. In Foundations of bilingual education and bilingualism (pp. 17–41). Clevedon, UK: Multilingual Matters. Chapter 2.
- Bakhtin, M. M. (1986). Speech genres and other late essays (Caryl Emerson & Michael Holquist (Eds.), Vern W. McGee, Trans.). Austin, TX: University of Texas Press.
- Balam, O. E. (2016). Language use, language change and innovation in Northern Belize contact Spanish. (Unpublished doctoral dissertation). University of Florida, Gainesville.
- Beres, A. M. (2015). An overview of translanguaging: 20 years of ‘giving voice to those who do not speak’. Translation and Translanguaging in Multilingual Contexts, 1(1), 103–118.
- Blommaert, J. (2005). Discourse: Key topics in sociolinguistics. Cambridge: Cambridge University Press.
- Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
- Bonilla-Silva, E. (2014). Racism without racists (4th ed.). Lanham, MD: Rowman & Littlefield.
- Brooks, K., Adams, S., & Morita-Mullaney, T. (2010). Creating inclusive learning communities for ELL students: Transforming school principals’ perspectives. Theory into Practice, 49, 145–151.
- Byeon, S. (2015). The language ideologies and practices of four Korean heritage language teachers: Constructing what it means to teach Korean to diverse students in a community based Korean heritage language school. (Unpublished doctoral dissertation). University of Florida, Gainesville.
- Canagarajah, S. (2011a). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2011, 1–27.
- Canagarajah, S. (2011b). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401–417.
- Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York: CUNY-NYSIEB.
- Cenoz, J., & Gorter, D. (2011a). A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95(3), 339–343.
- Cenoz, J., & Gorter, D. (2011b). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95, 356–369. doi: 10.1111/j.1540-4781.2011.01206.x
- Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599. Retrieved from http://lp.hscl.ufl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.43268035&site=eds-live
- Cook, V. J. (1995). Multi-competence and the learning of many languages. Language, Culture and Curriculum, 8(2), 93–98.
- Corcoll, C. (2013). Developing children’s language awareness: Switching codes in the language classroom. International Journal of Multilingualism, 10(1), 27–45. doi: 10.1080/14790718.2011.628023
- Council of Europe. (2000). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Language Policy Division. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/FrameworkEN.pdf
- Creese, A., Barac, T., Bhatt, A., Blackledge, A., Hamid, S., Wei, L., et al. (2008). Investigating multilingualism in complementary schools in four communities (Final Report to ESRC RES-000-23-1180). Birmingham: University of Birmingham.
- Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115.
- Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi: 10.1016/j.pragma.2010.10.006
- Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. doi: 10.1017/S0267190514000233
- Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.
- Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89, 585–592.
- Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In J. Cummins & N. H. Hornberger (Eds.), Encyclopedia of language and education: Vol. 5. Bilingual education (2nd ed., pp. 65–75). Boston: Springer Science+Business Media.
- Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Educational Review, 87(3), 404–425.
- Daniel, S. M., & Pacheco, M. B. (2015). Translanguaging practices and perspectives of four multilingual teens. Journal of Adolescent & Adult Literacy, 20(10), 1–11.
- de Jong, E. J. (2011). Foundations of multilingualism in education: From policies to practice. Philadelphia, PA: Caslon Publishing.
- Durán, L., & Palmer, D. (2014). Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 14(3), 367–388.
- Ferguson, C. A. (1959). Diglossia. Word, 15, 325–340.
- Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16, 38–51.
- Fishman, J. A. (1967). Bilingualism with and without diglossia: Diglossia with and without bilingualism. Journal of Social Issues, 23(2), 29–38.
- Flores, N., & García, O. (2013). Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum. In D. Little, C. Leung, & P. Van Avermaet (Eds.), Managing diversity in education: Key issues and some responses (pp. 243–256). Bristol, UK: Multilingual Matters.
- Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29.
- Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85, 149–171.
- Freire, P. (1973). Education for critical consciousness. New York: Seabury Press.
- Fry, R. (2007). How far behind in math and reading are English language learners? Washington, DC: Pew Hispanic Center.
- García, O., Flores, N., & Chu, H. (2011). Extending bilingualism in U.S. secondary education: New variations. International Multilingual Research Journal, 5(1), 1–18.
- García, O., Flores, N., & Woodley, H. (2012). Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. In A. Yiakoumetti (Ed.), Harnessing linguistic variation to improve education (pp. 45–75). Bern: Peter Lang.
- García, O., & Kano, N. (2014). Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the US. In J. Conteh & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 258–277). Bristol, UK: Multilingual Matters.
- García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals. Policies, programs and practices for English language learners. New York: Teachers College Press.
- García, O., & Kleifgen, J. A. (2011). Bilingualism for equity and excellence in minority education: The United States. In K. Van den Branden, P. Van Avermaet, & M. Van Houtte (Eds.), Equity and excellence in education (pp. 166–189). New York: Routledge.
- García, O., & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs and practices for English learners (2nd ed.). New York, NY: Teachers College Press.
- García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments. New York: Routledge.
- García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 199–216). Dordrecht: Springer.
- García, O. (2002). Teaching language minorities in the United States: From bilingualism as a deficit to bilingualism as a liability. Comments to Eugene García, bilingualism and schooling in the United States. International Journal of the Sociology of Language, 155/156, 125–130.
- García, O. (2009a). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
- García, O. (2009b). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 128–145). New Delhi: Orient Blackswan (former Orient Longman).
- García, O. (2013). From diglossia to transglossia: Bilingual and multilingual classrooms in the 21st century. In C. Abello-Contesse, P. M. Chandler, M. D. López-Jiménez, & R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century: Building on experience (pp. 155–175). Bristol, UK: Multilingual Matters.
- García, O. (2014). Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In R. Rubdy & L. Alsagoff (Eds.), The global-local interface, language choice and hybridity (pp. 100–118). Bristol, UK: Multilingual Matters.
- García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400.
- García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan. doi: 10.1057/9781137385765
- Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
- Gorski, P. C. (2013). Reaching and teaching students in poverty. New York: Teachers College Press.
- Gort, M., & Pontier, R. W. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education, 27(3), 223–245.
- Gort, M., & Sembiante, S. F. (2015). 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. International Multilingual Research Journal, 9(1), 7–25.
- Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci. New York: International Publishers.
- Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3–15.
- Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
- Haneda, M., & Wells, G. (2012). Some key pedagogic principles for helping ELLs to succeed in school. Theory into Practice, 51, 297–304.
- Hebblethwaite, B. (2006). Sociolinguistic aspects of Haitian Creole in South Florida: The causes of the failure to develop the natural asset of biliteracy. Florida Foreign Language Journal, 3(1), 52–59.
- Hebblethwaite, B. (2012). French and underdevelopment, Haitian Creole and development: Educational language policy problems and solutions in Haiti. Journal of Pidgin and Creole Languages, 27(2), 255–302.
- Helmer, K. A. (2013). A Twice-Told tale: Voices of resistance in a borderlands Spanish heritage language class. Anthropology & Education Quarterly, 44(3), 269–285. doi: 10.1111/aeq.12025
- Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
- hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Hornberger, N. H. (2005). Heritage/community language education: US and Australian perspectives. International Journal of Bilingual Education and Bilingualism, 8(2&3), 101–108. Ed.
- Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.
- Jacobson, R., & Faltis, C. (1990). Language distribution issues in bilingual schooling. Clevedon, UK: Multilingual Matters.
- Jacquemet, M. (2005). Transidiomatic practices: Language and power in the age of globalization. Language and Communication, 25, 257–277.
- Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press.
- Jorgensen, J. N., Karrebaek, M. S., Madsen, L. M., & Moller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 22–37.
- Kano, N. (2013). Translanguaging as a process and a pedagogical tool for Japanese students in an English writing course in New York. Dissertation Abstracts International Section A: Humanities and Social Sciences 74(10-A(E)). ProQuest Information & Learning.
- Kewal-Ramani, A., Fox, M., & Aud, S. (2010). Status and trends in the education of racial and ethnic groups (NCES 2010-015). U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences. Washington, DC: U.S. Government Printing Office.
- Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Mead (Eds.), Cultural factors in learning and education (pp. 91–122). Bellingham, WA: Fifth Western Washington Symposium on Learning.
- Langman, J. (2014). Translanguaging, identity, and learning: Science teachers as engaged language planners. Language Policy, 13(2), 183–200.
- Lee, J. S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity & Education, 10(5), 306–326. doi: 10.1080/15348458.2011.614544
- Leeman, J. (2015). Heritage language learning and identity in the United States. Annual Review of Applied Linguistics, 35, 100–119.
- Leeman, J., Rabin, L., & Roman-Mendoza, E. (2011). Identity and activism in heritage language education. The Modern Language Journal, 95(4), 481–495. doi: 10.1111/j.1540-4781.2011.01237.x
- Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. The Modern Language Journal, 87, 343–364.
- Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654.
- Lin, A. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195–218. doi: 10.1515/applirev-2013-0009
- Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
- Lopez, M. (2009). Latinos and education: Explaining the attainment gap. Washington, DC: Pew Hispanic Center.
- Lytra, V. (2015). Language and language ideologies among Turkish-speaking young people in Athens and London. In J. Nortier & B. A. Svendsen (Eds.), Language, youth and identity in the 21st century: Linguistic practices across urban spaces (pp. 183–204). Cambridge, UK: Cambridge University Press.
- Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. doi: 10.1080/09500782.2014.994524
- Makoni, S., & Pennycook, A. (2005). Disinventing and (re)constituting languages. Critical Inquiry in Language Studies, 2(3), 137–156. doi: 10.1207/s15427595cils0203_1
- Martin-Beltrán, M. (2014). “What do you want to say?” How adolescents use translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208–230.
- Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideas of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42. doi:10.1080/ 19313152.2014.977712
- Mazak, C. M., & Herbas-Donoso, C. (2015). Translanguaging practices at a bilingual university: A case study of a science classroom. International Journal of Bilingual Education and Bilingualism, 18(6), 698–714. doi: 10.1080/13670050.2014.939138
- Mignolo, W. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton: Princeton University Press.
- National Assessment of Educational Progress, (NAEP). (2017). National student group scores and score gaps. Washington, DC: National Center for Educational Statistics. Retrieved from https://www.nationsreportcard.gov/reading_2017/#?grade=4.
- National Heritage Language Resource Center. (2013). Heritage Language Survey report. Retrieved from http://nhlrc.ucla.edu/nhlrc/surveyreport/home.
- Ortiz, F. (2002). Contrapunteo cubano del tabaco y el azúcar. (Tobacco and sugar: A cuban counter point). Madrid: Cátedra.
- Otcu, B. (2010). Heritage language maintenance and cultural identity formation: The case of a Turkish Saturday school in New York City. Heritage Language Journal, 7(2), 112–137.
- Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307.
- Otheguy, R., García, O., & Reid, W. (2018). A translanguaging view of the linguistic system of bilinguals. Applied Linguistic Review, 1–27. doi: 10.1515/applirev-2018-0020
- Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240–254. doi: 10.1080/14790710903414331
- Pacheco, M., & Miller, M. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533–537.
- Palmer, D. K. (2008). Building and destroying students’ ‘academic identities’: The power of discourse in a two-way immersion classroom. International Journal of Qualitative Studies in Education, 21(6), 647–667.
- Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772.
- Pennycook, A. (2010). Language as a local practice. London: Routledge.
- Phillipson, R. (1997). Realities and myths of linguistic imperialism. Journal of Multilingual and Multicultural Development, 18(3), 238–248. doi: 10.1080/01434639708666317
- Pontier, R., & Gort, M. (2016). Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language bilingual education preschool co-teachers’ languaging practices during shared book readings. International Multilingual Research Journal, 10(2), 89–106. doi: 10.1080/19313152.2016.1150732
- Reyes, S. A., & Vallone, T. L. (2007). Toward an expanded understanding of two-way bilingual immersion education: Constructing identity through a critical additive/bicultural pedagogy. Multicultural Perspectives, 9, 3–11.
- Reynolds, J. F., & Orellana, F. M. (2014). Translanguaging within enactments of quotidian interpreter-mediated interactions. Journal Of Linguistic Anthropology, 24(3), 315–338.
- Ruiz, R. (1984). Orientations in language planning. Journal of the National Association for Bilingual Education, 8(2), 1–14.
- Sánchez, M. T., García, O., & Solorza, C. (2017). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37–51.
- Sayer, P. (2013). Translanguaging, Tex-Mex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63–88.
- Sensoy, O., & Di Angelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York: Teachers College Press.
- Shannon, S. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and Education, 7, 175–200.
- Shohamy, E. (2006). Language policy. New York: Routledge.
- Showstack, R. E. (2012). Symbolic power in the heritage language classroom: How Spanish heritage speakers sustain and resist hegemonic discourses on language and cultural diversity. Spanish in Context, 9(1), 1–26.
- Showstack, R. E. (2015). Institutional representations of ‘Spanish’ and ‘Spanglish’: Managing competing discourses in heritage language instruction. Language and Intercultural Communication. doi: 10.1080/14708477.2015.1015350
- Tatar, R. (2015). Parents’ role in their children‘s development and maintenance of the heritage language: A case study of a Turkish-American immigrant family. Retrieved from ProQuest Dissertations & Theses Global. (1681661000): http://search.proquest.com/docview/1681661000?accountid=10920
- Valenzuela, A. (1999). Subtractive schooling. Albany: State University of New York Press.
- Valenzuela, A. (2016). Growing critically conscious teachers. New York: Teachers College Press.
- Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 1(37), 6–23.
- Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Multilingual Structures and Agencies, 43(5), 1222–1235.
- Wei, L. (2014). Negotiating funds of knowledge and symbolic competence in the complementary school classrooms. Language and Education, 28(2), 161–180. doi: 10.1080/09500782.2013.800549