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Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings.
Book Features: - Challenges currently ubiquitous models for educating emergent bilinguals (EBs).
- Presents translanguaging as an approach that is well poised to serve the educational needs of EBs in the 21st-century globalized world.
- Draws on the experiences of the authors as bilinguals and as literacy educators who have worked with EBs and teachers for many years.
- Uses reader-friendly vignettes to illustrate and analyze the educational experience of EBs in U.S. schools.
- Answers questions and concerns through concrete strategies to help teachers implement translanguaging in diverse classrooms.
About the author
Danling Fu is a literacy professor in the College of Education, University of Florida.
Xenia Hadjioannou is a language and literacy education professor at Penn State University, Harrisburg campus.
Xiaodi Zhou is a language and literacy education professor in the College of Education of Georgia Southwestern State University.
Summary
Presents an examination of the development, evolution, and current realities of educating emergent bilinguals in US classrooms. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using an inclusive translanguaging approach.
