Overview

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.

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9783110739183

Table of Contents

Reviews

Developing Translanguaging Repertoires in Critical Teacher Education is a compelling exploration of the evolving process of building translanguaging skills among teacher educators, pre-service teachers, and in-service teachers in diverse U.S. education settings. This book, while primarily aimed at ""teachers, teacher educators, and language scholars in the fields of TESOL, bilingual education, and world language"" (p. vii), also holds a significant value for language and content teachers interested in translanguaging and critical language learning. Ibrahim Halil Topal in: Australian Journal of Applied Linguistics (www.castledown.com/journals/ajal/article/view/ajal.v7n2.1997) This is an excellent volume sharing successes and challenges of teachers and teacher educators integrating a translanguaging stance. It offers a strong introduction to the concept of translanguaging, centres critical education (i.e., social justice), and presents innovative translanguaging activities that teachers and teacher educators can use, such as Pansori, simulations, and linguistic portraits. The volume focuses primarily on English and Spanish teachers and learners in the United States; however, the authors' insights, practices, and ideas are applicable to bilingual and additional language education more broadly. [...] Overall, Developing Translanguaging Repertoires in Critical Teacher Education is a great addition to any language teacher, teacher educator, or researcher's shelf. Marika Kunnas in: TESL Canada Journal (https: //teslcanadajournal.ca/index.php/tesl/article/view/1747/1429)

Author Information

Zhongfeng Tian, Rutgers University, Newark, USA; Nicole King, University of Rochester, NY, USA.

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