PERHAPS A GIFT VOUCHER FOR MUM?: MOTHER'S DAY
Ofelia Garc�a, 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. Garc�a 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). She is a member of the U.S. National Academy of Education. Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students stems from her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally. Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, Seltzer worked as a high school English language arts teacher in New York City where most of her students were bilingual.
While the concept of translanguaging is a relatively new term in the world of bilingualism and bilingual education, the ideas in the book are not necessarily new. In conversations, the concept of translanguaging has always felt a oeforceda for me. Translanguaging could be described as a oethe day-to-day practices [that] provided multiple opportunities for students to have ongoing access to each other's linguistic, cultural, and cognitive resources, and these practices had consequences that extended beyond the classroom wallsa (GutiA(c)rrez et al., 1999). Yet this was a definition used by Gutierrez in the 1990s to describe hybridity and the Third Space. One thing this book does exceptionally well is give names to concepts that have been floating out there as informal or less-known techniques and put them into a functional framework. After reading this book, I was able to adopt new terms to describe the language learning process and was also able to start framing conversations with a new pedagogical and equitable approach for teachers. In my role as a dual language instructional coach, I have already started to see shifts in teacher beliefs about student strengths and instructional approaches. --Rachel K. Gilbert
Contestations of Citizenship, Education,...
Children and Youth in Diverse International...
Paperback
$81.99
Not in-store but you can order this
Demystifying Academic Reading
A Disciplinary Literacy Approach...
Hardback
$284
Not in-store but you can order this
Creating Space for Ourselves as...
Narratives that Humanize the Academy...
Paperback
$81.99
Not in-store but you can order this
On Class, Race, and Educational...
Contested Perspectives
Paperback
$44.99
Not in-store but you can order this
Advancing Educational Equity for...
Creating an Asset-based Bicultural...
Paperback
$81.99
Not in-store but you can order this
