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Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 41, 2018 - Issue 3
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Book Review

Translanguaging with multilingual students: Learning from classroom moments, edited by O. Garcia, and T. Kleyn

2016. New York, NY: Routledge, 236 pp.

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References

  • Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley-Blackwell.
  • García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
  • García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 199–218). Dordrecht, The Netherlands: Springer.
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London, UK: Palgrave Macmillan.
  • Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278. doi:10.1080/13670050.2012.658016
  • National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. doi:10.1515/applirev-2015-0014
  • Sánchez, M. T., García, O., & Solorza, C. (2017). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37–51.
  • Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (Eds.), The language policy: Taking stock (pp. 39–78). Llangefni, UK: CAI.
  • Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Cambridge, MA: Harvard Education Press.

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