Reseña: García, Ofelia, Ibarra Johnson, Susanna, & Seltzer, Kate (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, Pennsylvania: Caslon.

Abstract

En la última década, hemos presenciado un giro plurilingüe en la educación que ha suscitado un creciente interés por la adopción de pedagogías centradas en la interacción entre lenguas y la naturalización de las prácticas lingüísticas de los estudiantes bi/multilingües (p. ej., Corcoll, 2013;Colina & Lafford, 2017;González Davies, 2014, 2018). Estas pedagogías responden a la nueva conceptualización de que los repertorios lingüísticos de los aprendientes están interconectados, en oposición a la perspectiva monolingüe de que las lenguas se compartimentan de forma independiente que ha dominado tradicionalmente la lingüística aplicada. Por ejemplo, el modelo pedagógico propuesto por González Davies (2018), basado en una

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

“…However, further research and teacher training are needed to better support teachers to incorporate students' multilingual repertories in the mathematics classroom. Including the language-as-resource perspective and intuitive translanguaging (García et al, 2017) may have the potential to support the migrant students to rather use their language skills for sense making and mathematical discussions instead of restricting it. In recent years, some ideas for curriculum design and practice in STEM multilingual contexts have been published (see Essien & Msimanga, 2021).…”

“…This notion refers to the fluid and often deliberate interweaving of repertoires of more than one language in educational contexts. It has become widely adopted in second language education, bilingual education, and other educational contexts featuring language diversity (see García et al, 2017). In mathematics classrooms, multilingual learners may display translanguaging behaviors with a repertoire of multiple languages.…”

“…In mathematics classrooms, multilingual learners may display translanguaging behaviors with a repertoire of multiple languages. García et al (2017) identified four key functions of translanguaging in education as a planned and purposeful pedagogy (p. 7):…”

Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy

“…Over the past 10 years, translanguaging theory and pedagogies have flourished, and they have been immensely helpful in showing the rigorous, advanced and creative linguistic practices of bilingual youth in the United States, as well as elsewhere in the world (García et al., 2017; García-Mateus and Palmer, 2017). This is especially significant, given that racialized bilingual youth are often construed as deficit and lacking in US educational discourses of assessment and school achievement (Flores and Rosa, 2015).…”

“…In schools, scholarship has shown that translanguaging pedagogies leverage the entire linguistic repertoire of students for classroom learning (García et al., 2017). In turn, translanguaging pedagogies and practices have been shown to have an inherent resistance embedded in them (Prada and Nikula, 2018).…”