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(Re)imagining Translanguaging Pedagogies through Teacher–Researcher Collaboration

Zhongfeng Tian editor Leah Shepard-Carey editor

Format:Hardback

Publisher:Multilingual Matters

Published:8th Jun '23

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(Re)imagining Translanguaging Pedagogies through Teacher–Researcher Collaboration cover

Centres teacher-researcher collaboration as a pathway for the advancement of translanguaging pedagogies in schools

By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

The comprehensive studies in this book demonstrate multifaceted boundary crossings in language, research and teaching, disciplines, learning settings and ideologies. These studies deepen the conversation on translanguaging practices and highlight the importance of collaboration between researchers and classroom teachers in searching for effective paths to equitable education for emergent bilinguals. * Danling Fu, University of Florida, USA *

This fascinating volume clearly shows how researcher–teacher collaboration brings new perspectives in the study of translanguaging in educational contexts. Teachers’ views can substantially contribute to informing and developing translanguaging research and, at the same time, collaboration allows for research on translanguaging to have direct impact on the classroom.

* Jasone Cenoz, University of the Basque Country, Spain *
Shepard-Carey and Tian’s book continues to push our understanding of translanguaging pedagogy forward by demonstrating its potential to transform our pedagogy in multilingual language education. The volume will serve as an important mentor text for researchers and practitioners who want to co-design and carry out collaborative translanguaging-focused projects in classrooms. * Peter Sayer, The Ohio State University, USA *

...this volume gives detailed accounts of the complex processes of teacher-researcher collaborations for supporting bi/multilingual students by centering TL pedagogies in a wide range of K- 12 contexts across the world. It also provides various collaborative research models to decolonize the power differentials throughout the research process (see Chapter 4, 8 and 10). In this sense, the volume is particularly valuable for researchers and scholars interested in building and sustaining partnerships with classroom teachers or schools to challenge linguistic hegemony in educational institutions. This book is also highly recommended for in-service and pre-service teachers who are theoretically convinced but unsure of what it looks like to plan and implement TL pedagogies in various learning contexts while fitting within the district context. Most of all, this book extends beyond integrating TL into language/literacy classrooms, encompassing TL in English-dominant STEM classrooms, which makes it also useful for those aiming to leverage students’ TL practices for equitable STEM learning and assessment in multilingual settings.

* Hannah Kim, University of Colorado Boulder, USA, International Journal of Bilingual Education and Bilingualism, 2024 *

This book is a valuable resource for scholars and teachers interested in translanguaging pedagogies and teacher-researcher collaborations. It provides exceptional insights into the importance of fostering sustainability and disrupting prevailing ideologies through these partnerships, and reveals the potential of collaboration in implementing and advancing translanguaging pedagogy [...] This collection advances the theoretical understanding of translanguaging pedagogies, while also providing practical examples to inform and inspire educators, researchers and policy-makers who are committed to the creation of more equitable and inclusive educational spaces for multilingual learners.

* Balbina Moncada-Comas, Universitat Politècnica de Catalunya, Spain, Journal of Multilingual and Multicultural Development, 2024 *

ISBN: 9781800413177

Dimensions: 234mm x 156mm x 22mm

Weight: 640g

336 pages