Translingual Partners in Early Childhood Elementary-Education
Pedagogies on Linguistic and Cognitive Engagement
Table Of Contents
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- List of Figures
- List of Tables
- List of Appendices
- Foreword: Partnering Young Children and Opening Up Linguistic Freedom Spaces (Ofelia García)
- Preface (María G. Arreguín-Anderson / Iliana Alanís)
- Part 1. Theoretical Framework and Rationale for the Use of Translingual Partners
- Chapter 1. Opening Spaces for Translingual Partners’ Voices
- Chapter 2. The Power of Translingual Partners in Early Childhood Classrooms: A Research Synthesis
- Part 2. Translingual Partners in Action
- Chapter 3. A View into Mrs. Dion’s Kindergarten Dual Language Classroom
- Chapter 4. Translingual Pedagogy: A Window into Mrs. Martin’s Second Grade Dual Language Classroom
- Part 3. From Theory to Praxis
- Chapter 5. Using Translingual Partners: Considerations and Guidelines
- Chapter 6. Translingual Partners: Enhancing Collaborative Learning
- Chapter 7. Accountability and Assessment
- Chapter 8. A Holistic Perspective of Translingual Partnerships: An Examination of Cultural Wealth
- Series index
Figure 1.1. Combinations of symbols to exemplify meaning.
Figure 3.1. Talk to your partner activity.
Figure 4.1. Students using semiotic tools to represent an academic concept.
Figure 4.2. Interactive Spanish and English word wall visible from any point in the classroom.
Figure 4.3. Collaborative writing in translingual partners.
Figure 6.1. Generic sentence stems in Spanish.
Figure 6.2. Generic bilingual question and sentence stems.
Figure 6.3. Designated A/B partners for prekindergarten.
Figure 6.4. Use of colored pencils in prekindergarten.
Figure 6.5. Use of colored pencils in second grade.
Figure 6.6. Joint writing with colored pencils during math class.
Figure 7.1. Shaun’s representation of objects found in the sky.
Figure 7.2. Brad and Ariana working together.
Figure 7.3. Sample writing rubric.
Figure 7.4. Sample reflective writing.
Figure 7.5. Reflection over monetary denominations.
Figure 7.6. Reflection on math homework. ← ix | x →
Figure 7.7. Reflective journal.
Figure 7.8. What we know about objects that float or sink.
Figure 7.9. Sebastian’s writing sample about his home.
Table 1.1. Semiotic tools commonly used in informal and formal communication.
Table 2.1. Empirical studies based on dyads.
Table 2.2. Conceptual articles related to dyad learning.
Table 3.1. Language development in the early years.
Table 4.1. Language development in the primary years: What children can be expected to do.
Table 4.2. Language allocation: Daily schedule in Mrs. Martin’s second grade classroom.
Table 4.3. Distinction between content and language.
Table 4.4. Routine prosocial phrases for translingual partner interactions.
Table 5.1. Sample Language Inventory—Spanish.
Table 5.2. Sample Language Inventory—English.
Table 5.3. Pairings by linguistic strengths.
Table 5.4. Developing high/medium and medium/low partners.
Table 5.5. Social studies lesson: Kindergarten.
Table 5.6. Questions at various levels of Bloom’s Taxonomy.
Table 6.1. Snapshot of children’s emotional tasks. ← xi | xii →
Table 7.1. Sample observation for dramatic play episode.
Table 7.2. Example of an observation form sample assessment.
Table 7.3. Sample of student language profile.
Table 7.4. Sample of student self-assessment.
Table 7.5. Sample of student self-assessment.
Table 7.6. Sample checklist for language use with peer collaboration.
Table 7.7. Sample group assessment.
Appendix A: 5P lesson template
Appendix B: Lesson design checklist
Appendix A: Strategies to develop collaborative skills
Appendix A: Sample assessments
Partnering Young Children and Opening Up Linguistic Freedom Spaces
Arreguín-Anderson and Alanís weave in this book a bilingual instructional space for very young children that liberates them from the constraints of educational “models” and language allocation policies that have been designed without considering their language and cultural practices, as well as their histories and socio-emotional lives. Focused on Latinx children, but aware of the children’s complexities in the many shapes of dual language bilingual education classrooms in the U.S., this book looks at the ways in which translingual partnerships in dual language bilingual classrooms can leverage the children’s varied linguistic and cultural wealth.
Three aspects of this book make it vitally important. First, it blends sociocultural learning theories with translanguaging theory, opening up a space of possibility in dual language bilingual classrooms. Second, it focuses on early childhood, a most important age-group. Third, the book blends theory with practice in a strong holistic relationship that makes the book valuable for educators and scholars alike. I describe these three aspects and then discuss them in relationship to bilingual education history and the development of the dual language “model.” I take up the Brother Grimm’s story of “Little Red Riding Hood and the Big Bad Wolf” to consider how the translingual partnerships of very young children that this book propose can uncover dual-language designs of monoglossic whiteness that are sometimes hidden. ← xv | xvi →
- ISBN (PDF)
- ISBN (ePUB)
- ISBN (MOBI)
- ISBN (Softcover)
- ISBN (Hardcover)
- Publication date
- 2019 (April)
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2019. XXVIII, 220 pp., 20 b/w ill., 22 tables