This 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.
Tabla de materias
Agradecimientos
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
Sobre el autor
Ofelia García is Professor Emerita in the Ph D programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York, USA. She has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards – Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019).
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