(Re)imagining Translanguaging Pedagogies through TeacherResearcher Collaboration

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 researcherteacher 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 * Shepard-Carey and Tians book continues to push our understanding of translanguaging pedagogy forward by demonstrating its potential to transform our pedagogy in multilingual language education. The volume will serve as an important mentor text for researchers and practitioners who want to co-design and carry out collaborative translanguaging-focused projects in classrooms. * Peter Sayer, The Ohio State University, USA * ...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, 2024 *

Leah 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 UniversityNewark, 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).

Contributors Leah Shepard-Carey and Zhongfeng Tian: Preface Ofelia Garca: Foreword: Doing Translanguaging Research/Teaching/Learning Juntos: A Preface to TeacherResearcher Collaboration Leah Shepard-Carey and Zhongfeng Tian: Introduction: TeacherResearcher Collaboration as a Pathway for Sustaining Translanguaging Pedagogies Chapter 1. Susana Ibarra Johnson, Mishelle Jurado, Maria Elena Orozco and Michele Trujillo: Transladoras Sin Fronteras: Merging Linguistic Borderlands to Take Up Students Translanguaging Corriente Chapter 2. Shakina Rajendram: Implementing a Collaborative Translanguaging Pedagogy in an Elementary ESL Classroom in Malaysia through TeacherResearcher Collaboration Chapter 3. Sunny Man Chu Lau, Marsha Jing-Ji Liaw and Maria Jos Botelho: 'Did you get what you want?': Negotiating Critical Translanguaging Teaching and Research in Dual Language Classrooms Chapter 4. Lena Cataldo-Schwarzl and Elizabeth J. Erling: Moving towards Translanguaging Pedagogies: Insights from a TeacherResearcher Collaboration in Vienna Chapter 5. Laura Hamman-Ortiz: 'Because We Are Bilingual': Transcending Binaries in Two-Way Immersion through Collaborative Bilingual Identity Texts Chapter 6. Sally Brown and Margarita Pomare-McDonald: Translanguaging Spaces for Student Literacy Learning: A ResearcherTeacher Partnership Chapter 7. Toni Dobinson, Stephanie Dryden, Gerard Winkler, Paul Gardner and Paul Mercieca: Towards Translingualism? Collaboration Between University and School Teacher-Researchers in an Australian Multilingual Primary School Chapter 8. Kao Chia-Ling Gupta and Angel M.Y. Lin: Adopting Translanguaging Pedagogies in Critical Content and Language Integrated Learning (CLIL) Using Social Issues as the Context: A TeacherResearcher Collaborative Approach Chapter 9. Ralph Vacca, Sara Vogel, Laura Ascenzi-Moreno and Christopher Hoadley: Acompaamiento: Centering Vulnerability and Agency in Co-Designing Computing and Translanguaging Curriculum with Teachers Chapter 10. Caitlin G. McC. Fine, Haeyoung Littich, and Maren Getz: (Trans)formative Assessment Co-design Cycles: Translanguaging Stances and Shifts in a Science TeacherResearcher Collaboration Chapter 11. Derek Braun, Brian Seilstad and Somin Kim: What TeacherResearcher Collaboration Creates: Reflections on Translanguaging Pedagogies from a Central Ohio Adolescent Newcomer Program Chapter 12. Ashlyn Pierson: Translanguaging and Scientific Modeling in an English-Dominant STEM Classroom Kate Seltzer: Afterword Index