BethAnne Paulsrud & Jenny Rosén 
New Perspectives on Translanguaging and Education [EPUB ebook] 

1. Angela Creese: Translanguaging as an Everyday Practice

2. Beth Anne Paulsrud, Jenny Rosén, Boglárka Straszer and Åsa Wedin: Perspectives on Translanguaging in Education

3. Carla Jonsson: Translanguaging and Ideology: Moving Away From a Monolingual Norm

4. Jenny Rosén: Spaces for Translanguaging in Swedish Education Policy

5. Joke Dewilde: Multilingual Young People as Writers in a Global Age

6. Susan Hopewell: Pedagogies to Challenge Monolingual Orientations to Bilingual Education in the United States

7. Karin Allard and Åsa Wedin: Translanguaging and Social Justice: The Case of Education for Immigrant Persons Who Are Deaf or Hard of Hearing

8. Latisha Mary and Andrea S. Young: From Silencing To Translanguaging: Turning the Tide to Support Emergent Bilinguals in Transition from Home to Pre-School

9. Boglárka Straszer: Translanguaging Space and Spaces for Translanguaging: A Case Study of a Finnish-Language Pre-School in Sweden

10. Kirsten Rosiers: Unravelling Translanguaging: The Potential of Translanguaging as a Scaffold among Teachers and Pupils in Superdiverse Classrooms in Flemish Education

11. Anna Slotte and Maria Ahlholm: Negotiating Concepts and the Role of Translanguaging

12. Jeanette Toth and Beth Anne Paulsrud: Agency and Affordance in Translanguaging for Learning: Case Studies from English-Medium Instruction in Swedish Schools

13. Natalia Ganuza and Christina Hedman: Ideology Vs. Practice: Is There A Space For Pedagogical Translanguaging In Mother Tongue Instruction?

Epilogue: Beth Anne Paulsrud, Jenny Rosén, Boglárka Straszer and Åsa Wedin

Dr. Åsa Wedin holds a Ph D in Bilingualism and is a Professor in Educational Work at Dalarna University, Sweden. With a background as a primary school teacher, Wedin’s main research interests are in multilingualism and literacy in education. She has carried out research in Tanzania, on literacy practices in primary school, and in Sweden on literacy and interactional patterns in classrooms and on conditions for multilingual students’ learning. Her research is ethnographically inspired, particularly using linguistic ethnography and theoretical perspectives where languaging is studied as social and cultural practices and where opportunities for learning are related to questions of power.