Review of The translanguaging classroom: Leveraging student bilingualism for learning

Autores

DOI:

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

Biografia do Autor

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.

Referências

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.

Downloads

Publicado

2018-04-04

Como Citar

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

Edição

v. 25 (2018)

Seção

Resenhas de livros

Licença

 

 Este artigo pode  ser copiado, exibido, distribuido e adaptado, desde que o(s) autor(es) e Education Review/Resenhas Educativas sejam creditados e a autoría original atribuídos, as alterações sejam identificadas e a mesma licença CC se aplique à obra derivada. Mais detalhes sobre a licença Creative Commons podem ser encontrados em  https://creativecommons.org/licenses/by-sa/4.0/. Education Review/ Resenhas Educativas  é publicado pela Mary Lou Fulton Teachers College, Arizona State University. 

O conteúdo de 1998-2020 da Education Review / Reseñas Educativas / Resenhas Educativas foi publicado sob uma licença CC diferente: http://creativecommons.org/licenses/by-nc-sa/3.0