Translanguaging Perspectives on Writing Development and Pedagogy takes up translanguaging perspectives on writing development and writing pedagogies across a variety of contexts. The chapters explore how a translanguaging lens – which is rooted in the idea that bi/multilingual people draw from an integrated repertoire of language features, rather than use separate, named languages, to communicate and make meaning - can shift and expand notions of writing practices and instruction. Individual chapters illustrate rich, descriptive studies of writing across three contexts: K-12 classrooms and schools, learning environments that extend beyond the classroom, and pre- and in-service teacher education, framing the book’s three-part organization.
Highlighting meaningful collaborations with teachers, students, families, and community members, the volume offers innovative methodologies and approaches to research relationships in language- and literacy-learning spaces.
Translanguaging Perspectives on Writing Development and Pedagogy advances a comprehensive view of translanguaging perspectives on writing and how such a perspective can shift traditional approaches to the research on and teaching of writing.
Table of Contents:
Introduction. Listening to and Lifting Up Bilingual Voices through la Corriente in Writing Development and Pedagogies; Mileidis Gort, Angie Zapata, Kate Seltzer, and Margarita Gómez
Part I. Translanguaging in Writing in K-12 Contexts
Chapter 1. Flowing with the Translanguaging Corriente: Centering Bilingualism in Elementary Report Writing Instruction through SFL Genre Pedagogy ;Devon Hedrick-Shaw, Molly Hamm-Rodríguez, Mary Beth Snow Balderas, Elizabeth Tetu, Nelia Peña, and Mileidis Gort
Chapter 2. Bilingual Literary Calaveras: Practicing a Translanguaging Flow to Leverage Elementary Authentic Poetry Writing; Lucía Cárdenas Curiel and Heather L. Reichmuth
Chapter 3. Discovering an Adolescent Writer’s Language Repertoires: Translanguaging in a High School Writer’s Workshop; Thea Williamson
Part II. Translanguaging in Writing Beyond Classroom Contexts
Chapter 4. Translanguaging to Transform Writing in an Afterschool Space: Exploring Multilingual and Multimodal Corrientes with Indigenous Latine/x Children's Art-Based Writings; Idalia Nuñez
Chapter 5. Following the Translanguaging Corriente in a Multimodal Family Storytelling Workshop; Grace Cornell Gonzales and Emily Machado
Chapter 6. Un Taming My Languages: Latina Girls Composing Juntos within the Translanguaging Corriente; Tracey T.Flores and Katie Trautman
Part III: Translanguaging in Writing in Teacher Education/Learning Contexts
Chapter 7. Speaking Your Truth: Bilingual Coaches Connecting Translanguaging to Writing Instruction; Susana Ibarra Johnson and Mariana Castro
Chapter 8. Lessons in (Un)Learning from a Teacher Educator: Exploring the Translanguaging Corriente with Elementary Writers; Margarita Gómez
Chapter 9. Evolving a Critical Translanguaging Stance Toward Writing with Secondary ELA Teachers; Kate Seltzer
Conclusion. Enlivening Writers and Writing Through the Translanguaging Corriente; Angie Zapata
About the Author :
Mileidis Gort is Professor of Equity, Bilingualism, and Biliteracy and Associate Dean of Students at the University of Colorado Boulder’s School of Education, USA.
Angie Zapata is Associate Professor of Language and Literacies Education at the University of Missouri, USA, and is a longtime teacher, teacher educator and researcher.
Kate Seltzer is Associate Professor of ESL and Bilingual Education at Rowan University’s College of Education, USA.
Margarita Gómez is Professor of Literacy Education at Loyola University Maryland, USA.
Review :
This well curated selection of papers presents writing development and pedagogy from a translanguaging perspectives, giving a well-rounded picture of what educators (teachers, coaches, researchers) experience while using and reflecting on translanguaging practices. The experiences of students in schools are further enriched by descriptions of programs outside school, where writers encounter greater flexibility in language use and a variety of programs, such as family literacy where mothers and children write and share their work. Each chapter starts with a vignette, bringing the reality of practices to the fore and drawing the interest of both practitioners and researchers. Collectively the chapters in the book provide a comprehensive literature review on translaguaging research and rich and varied data on writing, adding invaluable scholarship to the field of biliteracy and flexibility of language practices.
A book that explores translanguaging as pedagogy with a focus on writing! Unique to this book is the discussion of translanguaging pedagogies in writing in three distinct but vital educational contexts including classroom settings, beyond school settings, and teacher education; plethora of much needed examples of applications of theory to practice; and the avoidance of dichotomous discourse about languaging in bilingual contexts. For example, translanguaging pedagogy does not have to be mutually exclusive from more traditional policies in dual language programs such a strict separation of named languages. Further, translanguaging is beneficial in monolingual English settings as well as bilingual settings. The book is a confirmation of what we know, but don’t necessarily know how to use, in service to teaching and learning.
