Zhongfeng Tian is Associate Professor of Bilingual Education in the Department of Urban Education at Rutgers University–Newark, USA.Sunny Man Chu Lau is Professor in the School of Education at Bishop's University, Canada, and Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning.

'Translanguaging in Action in English-Medium Classrooms takes us inside classrooms where educators are innovating to ensure students learn not only English, but language in ways that are aligned with their repertoires and connected to cultural and political realities. This book gives us a window into a range of settings across the globe that bring translanguaging to life and serve as powerful examples of possibilities of what happens educators transcend labels and borders.'

• Foreword, Prem Phyak (Columbia University, USA) Introduction: Reimagining English-Medium Classrooms Through Translanguaging, Zhongfeng Tian (Rutgers University–Newark, USA) and Sunny Man Chu Lau (Bishop’s University, Canada) Section I. Translanguaging Stance Development for Teachers1. Metaphorical Affordances of Dominant Language Constellations (DLC) Artifacts in Pre-service Teacher Education: Developing a Translanguaging Stance, Nayr Correia Ibrahim (Nord University, Norway) 2. Framing Teachers as Experts: Developing Translanguaging Spaces and Stances for Learning and Teaching, Greg Child (Michigan State University, USA), Nicole King (University of Rhode Island, USA) and Kim Song (University of Missouri–St. Louis, USA) Section II. Translanguaging Practices in Elementary Classrooms 3. Promoting Translanguaging Pedagogical Practice Through Co-Teaching and Co-Learning: Insights from Incipient Bilingual Teachers, Haiyan Li (Purdue University, USA), Woongsik Choi (Illinois State University, USA), Wayne Wright (Purdue University, USA), and Trish Morita-Mullaney (Purdue University, USA) 4. Translanguaging for Multilingual Proficiencies: From an English Language into a Languages Classroom, Rachel Muchira (Leipzig University, Germany) 5. Translanguaging Teaching Strategies in South Korea: Reframing EFL Elementary Classrooms as Multilingual Classrooms, Michael Rabbidge (University of Waikato, New Zealand) 6. A Critical Approach to Reading Assessment of Multilingual Language Learners: A Case Study of Translanguaging Pedagogies, Teacher Knowledge, and Know-How, Laura Ascenzi-Moreno (Brooklyn College, USA) and Jennifer Conte (Westchester County, NY dual language bilingual public school, USA) Section III. Translanguaging Practices in Secondary Classrooms 7. Translanguaging as a Decolonial Option: Exploring Curricular Cracks for Critical Literacy in EFL Classrooms, Phelippe Oliveira (Universidade Federal de Minas Gerais, Brazil) and Sunny Man Chu Lau (Bishop’s University, Canada) 8. Translanguaging in Action with Youth from Refugee Backgrounds, Saskia Van Viegen (York University, Canada) 9. Aware-Explore-Apply Strengths Model: Translanguaging and Transknowledging for Critical Embodied Engagement, Joanna Rowe (Kativik Ilisarniliriniq School Board, Canada) and Sunny Man Chu Lau (Bishop’s University, Canada) Afterword, Ofelia García (The Graduate Center, City University of New York, USA)

Zhongfeng Tian is Associate Professor of Bilingual Education in the Department of Urban Education at Rutgers University–Newark, USA.Sunny Man Chu Lau is Professor in the School of Education at Bishop's University, Canada, and Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning.

'Translanguaging in Action in English-Medium Classrooms takes us inside classrooms where educators are innovating to ensure students learn not only English, but language in ways that are aligned with their repertoires and connected to cultural and political realities. This book gives us a window into a range of settings across the globe that bring translanguaging to life and serve as powerful examples of possibilities of what happens educators transcend labels and borders.'

• Foreword, Prem Phyak (Columbia University, USA) Introduction: Reimagining English-Medium Classrooms Through Translanguaging, Zhongfeng Tian (Rutgers University–Newark, USA) and Sunny Man Chu Lau (Bishop’s University, Canada) Section I. Translanguaging Stance Development for Teachers1. Metaphorical Affordances of Dominant Language Constellations (DLC) Artifacts in Pre-service Teacher Education: Developing a Translanguaging Stance, Nayr Correia Ibrahim (Nord University, Norway) 2. Framing Teachers as Experts: Developing Translanguaging Spaces and Stances for Learning and Teaching, Greg Child (Michigan State University, USA), Nicole King (University of Rhode Island, USA) and Kim Song (University of Missouri–St. Louis, USA) Section II. Translanguaging Practices in Elementary Classrooms 3. Promoting Translanguaging Pedagogical Practice Through Co-Teaching and Co-Learning: Insights from Incipient Bilingual Teachers, Haiyan Li (Purdue University, USA), Woongsik Choi (Illinois State University, USA), Wayne Wright (Purdue University, USA), and Trish Morita-Mullaney (Purdue University, USA) 4. Translanguaging for Multilingual Proficiencies: From an English Language into a Languages Classroom, Rachel Muchira (Leipzig University, Germany) 5. Translanguaging Teaching Strategies in South Korea: Reframing EFL Elementary Classrooms as Multilingual Classrooms, Michael Rabbidge (University of Waikato, New Zealand) 6. A Critical Approach to Reading Assessment of Multilingual Language Learners: A Case Study of Translanguaging Pedagogies, Teacher Knowledge, and Know-How, Laura Ascenzi-Moreno (Brooklyn College, USA) and Jennifer Conte (Westchester County, NY dual language bilingual public school, USA) Section III. Translanguaging Practices in Secondary Classrooms 7. Translanguaging as a Decolonial Option: Exploring Curricular Cracks for Critical Literacy in EFL Classrooms, Phelippe Oliveira (Universidade Federal de Minas Gerais, Brazil) and Sunny Man Chu Lau (Bishop’s University, Canada) 8. Translanguaging in Action with Youth from Refugee Backgrounds, Saskia Van Viegen (York University, Canada) 9. Aware-Explore-Apply Strengths Model: Translanguaging and Transknowledging for Critical Embodied Engagement, Joanna Rowe (Kativik Ilisarniliriniq School Board, Canada) and Sunny Man Chu Lau (Bishop’s University, Canada) Afterword, Ofelia García (The Graduate Center, City University of New York, USA)

Zhongfeng Tian is Associate Professor of Bilingual Education in the Department of Urban Education at Rutgers University–Newark, USA.Sunny Man Chu Lau is Professor in the School of Education at Bishop's University, Canada, and Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning.

'Translanguaging in Action in English-Medium Classrooms takes us inside classrooms where educators are innovating to ensure students learn not only English, but language in ways that are aligned with their repertoires and connected to cultural and political realities. This book gives us a window into a range of settings across the globe that bring translanguaging to life and serve as powerful examples of possibilities of what happens educators transcend labels and borders.'

• Foreword, Prem Phyak (Columbia University, USA) Introduction: Reimagining English-Medium Classrooms Through Translanguaging, Zhongfeng Tian (Rutgers University–Newark, USA) and Sunny Man Chu Lau (Bishop’s University, Canada) Section I. Translanguaging Stance Development for Teachers1. Metaphorical Affordances of Dominant Language Constellations (DLC) Artifacts in Pre-service Teacher Education: Developing a Translanguaging Stance, Nayr Correia Ibrahim (Nord University, Norway) 2. Framing Teachers as Experts: Developing Translanguaging Spaces and Stances for Learning and Teaching, Greg Child (Michigan State University, USA), Nicole King (University of Rhode Island, USA) and Kim Song (University of Missouri–St. Louis, USA) Section II. Translanguaging Practices in Elementary Classrooms 3. Promoting Translanguaging Pedagogical Practice Through Co-Teaching and Co-Learning: Insights from Incipient Bilingual Teachers, Haiyan Li (Purdue University, USA), Woongsik Choi (Illinois State University, USA), Wayne Wright (Purdue University, USA), and Trish Morita-Mullaney (Purdue University, USA) 4. Translanguaging for Multilingual Proficiencies: From an English Language into a Languages Classroom, Rachel Muchira (Leipzig University, Germany) 5. Translanguaging Teaching Strategies in South Korea: Reframing EFL Elementary Classrooms as Multilingual Classrooms, Michael Rabbidge (University of Waikato, New Zealand) 6. A Critical Approach to Reading Assessment of Multilingual Language Learners: A Case Study of Translanguaging Pedagogies, Teacher Knowledge, and Know-How, Laura Ascenzi-Moreno (Brooklyn College, USA) and Jennifer Conte (Westchester County, NY dual language bilingual public school, USA) Section III. Translanguaging Practices in Secondary Classrooms 7. Translanguaging as a Decolonial Option: Exploring Curricular Cracks for Critical Literacy in EFL Classrooms, Phelippe Oliveira (Universidade Federal de Minas Gerais, Brazil) and Sunny Man Chu Lau (Bishop’s University, Canada) 8. Translanguaging in Action with Youth from Refugee Backgrounds, Saskia Van Viegen (York University, Canada) 9. Aware-Explore-Apply Strengths Model: Translanguaging and Transknowledging for Critical Embodied Engagement, Joanna Rowe (Kativik Ilisarniliriniq School Board, Canada) and Sunny Man Chu Lau (Bishop’s University, Canada) Afterword, Ofelia García (The Graduate Center, City University of New York, USA)