Review of The translanguaging classroom: Leveraging student bilingualism for learning

Autores/as

DOI:

https://doi.org/10.14507/er.v25.2341

Biografía del autor/a

Rachel K. Gilbert, University of Colorado Denver Jeffco Public Schools Innovate It Forward LLC

Rachel K. Gilbert is a dual language instructional coach in Jeffco Public schools in Colorado. She is currently pursuing her Doctor of Education degree in Executive Leadership at  the University of Colorado, Denver. She has worked as a world language teacher, instructional coach, and professional learning consultant and is focusing her doctoral research on effective language and equity practices and hurdles to implementation of professional learning.

Citas

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia, PA: Caslon Publishing.

García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon Publishing.

Gutierrez, K. D. (2008). Developing a sociocritical literacy in the Third Space. Reading Research Quarterly, 43(2), 148–164. http://dx.doi.org/10.1598/RRQ.43.2.3.

Gutierrez, K. D., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286-303. http://dx.doi.org/10.1080/10749039909524733

Gutierrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return a new: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1-2), 100-117. http://dx.doi.org/10.1177/0022487109347877

Jurow, A. S., Tracy, R., Hotchkiss, J., Kirshner, B. (2012). Designing for the future: How the learning sciences can inform the trajectories of preservice teachers. Journal of Teacher Education, 63(2), 147-160. http://dx.doi.org/10.1177/0022487111428454

Sheridan, K. M., Halverson, E. R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505. http://dx.doi.org/10.17763/haer.84.4.brr34733723j648u

Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making through the lens of culture and power: Toward transformative visions for educational equity. Harvard Educational Review, 86(2), 206-232. http://dx.doi.org/10.17763/0017-8055.86.2.206

WIDA Consortium. (2017). https://www.wida.us/standards/CAN_DOs/. Retrieved 2-21-2018.

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Publicado

2018-04-04

Cómo citar

Gilbert, R. K. (2018). Review of The translanguaging classroom: Leveraging student bilingualism for learning. Reseñas Educativas, 25. https://doi.org/10.14507/er.v25.2341

Número

Vol. 25 (2018)

Sección

Reseñas de libros

Licencia

 

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Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0