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Addressing the intersections between cognitive, sociocultural, and sociolinguistic research, this volume explores bilingual development across educational contexts to discuss and uncover the influences and impact of language in school programming and everyday practices. Confronting a standard monolingual lens, this collection highlights the importance of applying cross-disciplinary approaches to examine bilingualism in relation to topics such as language politics, linguistic identities, students' experiences at home and in schools, asset-based teaching and curricula, and overall benefits.
Ideal for courses in bilingualism, literacy, psychology, and language education, this text is an important resource for understanding and applying transdisciplinary, inclusive approaches to positively influence cognitive development, academic learning, and identity formation in bilingual education.
List of contents
Part I 1. Synergetic Themes in Cognitive and Sociocultural Bilingualism Research: Moving Towards a Transdisciplinary Approach 2. The Role of Diverse Linguistic Experiences in Young Children’s Cognitive and Language Development 3. More Than One Language: Understanding the Educational Benefits of Bilingualism 4. Enhancing the Success of Struggling English Learners 5. Migrating while Multilingual and Black: Beyond the “(Bi)Dialectal” Burden Part II 6. Translanguaging in Literacy: Strategies, Pedagogies and Theories for Multilingual Literacy Learning 7. More Deeply “Knowing the Children”: Bringing a Translanguaging Approach to Writing Conferences in the Early Literacy Classroom 8. Translanguaging and Semiotic Repertoires: A Holistic Examination of Instructional Resources in Dual Language Teaching 9. Connecting Curricula to Families: Guiding Principles for Using Funds of Identity to Select Children’s Literature 10. Talking about Language in Bilingual Teacher Education: A Teacher Educator’s Approach to Guiding Teacher Candidates’ Understandings of Holistic Bilingualism 11. From English Language Learner to Spanish Teacher: The Testimonios of Heritage Spanish Speakers Who Became Heritage Spanish Teachers
About the author
Eurydice Bauer is Professor, the John E. Swearingen Chair of Education, and the Director of the Center of Bilingualism Matters at the University of South Carolina, USA.
Lenny Sánchez is Associate Professor of Language and Literacy Education and Co-Director of the Center of Bilingualism Matters at the University of South Carolina, USA.
Yang Wang is Associate Professor of Language and Literacy Education and Co-Director of the Center of Bilingualism Matters at the University of South Carolina, USA.
Andrea Vaughan is a postdoctoral researcher at the University of Illinois at Chicago's Center for Literacy, where she studies community-based literacy learning and teaching.
Summary
Addressing the intersections between sociocultural, cognitive, and translanguaging research, this volume explores bilingual development across education and linguistics to discuss and uncover the influences and impact of language policies, school programming, and everyday practices on bilingualism.
