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...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, 2024This 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, 2024Leah Shepard-Carey is Assistant Professor of Graduate Studies in the School of Education at Drake University, USA. Her research explores multilingual pedagogies in English-medium settings, supporting critical language awareness and culturally-sustaining pedagogies in teacher education, and collaborative and design-based approaches to educational research.
Zhongfeng Tian is Assistant Professor of Bilingual Education at Rutgers University–Newark, USA. His research centers on working with pre- and in-service teachers to provide bi/multilingual students with equitable and inclusive learning environments in ESL and dual language immersion contexts. He is the co-editor of two books Envisioning TESOL through a Translanguaging Lens (Springer, 2020) and English-Medium Instruction and Translanguaging (Multilingual Matters, 2021).
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