This bestselling classic, now in a third edition, offers up-to-date guidance for transforming policies and practices to improve the education of emergent bilinguals.In this updated edition, Ofelia García and Jo Anne Kleifgen are joined by Claudia Cervantes-Soon to bring forth a just vision for the education of language-minoritized students in the United States. The authors use accessible language to introduce policies, programs, research, and practices to equitably educate these students.This widely used textbook has been expanded to explore the potential of translanguaging and the promises and pitfalls of Artificial Intelligence. It also addresses the harmful role that colonialism and raciolinguistic ideologies play, offering guidance for transforming policies and practices to improve the education of emergent bilinguals. Updated chapters provide the theoretical constructs, empirical evidence, and pedagogical practices related to the five most important aspects of the education of emergent bilinguals in K–12 classrooms: language and literacy considerations; curriculum and pedagogy; family and community engagement; assessment; and digital technologies and learning.Readers will find innovative recommendations to help them imagine the possibilities and make changes that will transform education for some of the most disadvantaged students.Book Features:Highlights the importance of leveraging all the linguistic and cultural practices of emergent bilinguals.Provides succinct descriptions of alternative practices for transforming our schools and students’ futures.Uncovers the deleterious effects of not only colonialism, but also capitalism, patriarchy, and racism.Addresses the social cataclysms, including a global pandemic, that have affected minoritized communities, as well as teachers and students.Explores the development of new technologies that are altering the ways in which we educate children.

This bestselling classic, now in a third edition, offers up-to-date guidance for transforming policies and practices to improve the education of emergent bilinguals.In this updated edition, Ofelia García and Jo Anne Kleifgen are joined by Claudia Cervantes-Soon to bring forth a just vision for the education of language-minoritized students in the United States. The authors use accessible language to introduce policies, programs, research, and practices to equitably educate these students.This widely used textbook has been expanded to explore the potential of translanguaging and the promises and pitfalls of Artificial Intelligence. It also addresses the harmful role that colonialism and raciolinguistic ideologies play, offering guidance for transforming policies and practices to improve the education of emergent bilinguals. Updated chapters provide the theoretical constructs, empirical evidence, and pedagogical practices related to the five most important aspects of the education of emergent bilinguals in K–12 classrooms: language and literacy considerations; curriculum and pedagogy; family and community engagement; assessment; and digital technologies and learning.Readers will find innovative recommendations to help them imagine the possibilities and make changes that will transform education for some of the most disadvantaged students.Book Features:Highlights the importance of leveraging all the linguistic and cultural practices of emergent bilinguals.Provides succinct descriptions of alternative practices for transforming our schools and students’ futures.Uncovers the deleterious effects of not only colonialism, but also capitalism, patriarchy, and racism.Addresses the social cataclysms, including a global pandemic, that have affected minoritized communities, as well as teachers and students.Explores the development of new technologies that are altering the ways in which we educate children.

This book examines communicative practices in a circuit-board manufacturing plant in California's Silicon Valley, where the employees come from diverse ethnolinguistic backgrounds, their activities involve the use of high-tech equipment and their practices are shaped by, and sometimes contest, local and global forces. Analyses of the data show that learning occurs optimally when workers make strategic use of both their home languages and English within an ecology of semiotic systems. The book demonstrates the importance of accounting for multilingual practices in studies of multimodality. Through detailed ethnography it brings the reader to a better understanding of learning-in-practice in work environments, where the complexities and accelerated growth of new technologies along with a globalized world produce new forms of multilingual and multimodal communication.

This book examines the social cost of linguistic exceptionalism for the education of speakers of nondominant/subordinated languages in Africa and the African diaspora. The contributors take the languages of Africa, the Caribbean, and the US as cases in point to illustrate the effects of exceptionalist beliefs that these languages are inadequate for instructional purposes. They describe contravening movements toward various forms of linguistic diversity both inside and outside of school settings across these regions. Different theoretical lenses and a range of empirical data are brought to bear on investigating the role of these languages in educational policies and practices. Collectively, the chapters in this volume make the case for a comprehensive language awareness to remedy the myths of linguistic exceptionalism and to advance the affirmative dimensions of linguistic diversity.

This book examines communicative practices in a circuit-board manufacturing plant in California's Silicon Valley, where the employees come from diverse ethnolinguistic backgrounds, their activities involve the use of high-tech equipment and their practices are shaped by, and sometimes contest, local and global forces. Analyses of the data show that learning occurs optimally when workers make strategic use of both their home languages and English within an ecology of semiotic systems. The book demonstrates the importance of accounting for multilingual practices in studies of multimodality. Through detailed ethnography it brings the reader to a better understanding of learning-in-practice in work environments, where the complexities and accelerated growth of new technologies along with a globalized world produce new forms of multilingual and multimodal communication.

This bestselling classic, now in a third edition, offers up-to-date guidance for transforming policies and practices to improve the education of emergent bilinguals.In this updated edition, Ofelia García and Jo Anne Kleifgen are joined by Claudia Cervantes-Soon to bring forth a just vision for the education of language-minoritized students in the United States. The authors use accessible language to introduce policies, programs, research, and practices to equitably educate these students.This widely used textbook has been expanded to explore the potential of translanguaging and the promises and pitfalls of Artificial Intelligence. It also addresses the harmful role that colonialism and raciolinguistic ideologies play, offering guidance for transforming policies and practices to improve the education of emergent bilinguals. Updated chapters provide the theoretical constructs, empirical evidence, and pedagogical practices related to the five most important aspects of the education of emergent bilinguals in K–12 classrooms: language and literacy considerations; curriculum and pedagogy; family and community engagement; assessment; and digital technologies and learning.Readers will find innovative recommendations to help them imagine the possibilities and make changes that will transform education for some of the most disadvantaged students.Book Features:Highlights the importance of leveraging all the linguistic and cultural practices of emergent bilinguals.Provides succinct descriptions of alternative practices for transforming our schools and students’ futures.Uncovers the deleterious effects of not only colonialism, but also capitalism, patriarchy, and racism.Addresses the social cataclysms, including a global pandemic, that have affected minoritized communities, as well as teachers and students.Explores the development of new technologies that are altering the ways in which we educate children.

This bestselling classic, now in a third edition, offers up-to-date guidance for transforming policies and practices to improve the education of emergent bilinguals.In this updated edition, Ofelia García and Jo Anne Kleifgen are joined by Claudia Cervantes-Soon to bring forth a just vision for the education of language-minoritized students in the United States. The authors use accessible language to introduce policies, programs, research, and practices to equitably educate these students.This widely used textbook has been expanded to explore the potential of translanguaging and the promises and pitfalls of Artificial Intelligence. It also addresses the harmful role that colonialism and raciolinguistic ideologies play, offering guidance for transforming policies and practices to improve the education of emergent bilinguals. Updated chapters provide the theoretical constructs, empirical evidence, and pedagogical practices related to the five most important aspects of the education of emergent bilinguals in K–12 classrooms: language and literacy considerations; curriculum and pedagogy; family and community engagement; assessment; and digital technologies and learning.Readers will find innovative recommendations to help them imagine the possibilities and make changes that will transform education for some of the most disadvantaged students.Book Features:Highlights the importance of leveraging all the linguistic and cultural practices of emergent bilinguals.Provides succinct descriptions of alternative practices for transforming our schools and students’ futures.Uncovers the deleterious effects of not only colonialism, but also capitalism, patriarchy, and racism.Addresses the social cataclysms, including a global pandemic, that have affected minoritized communities, as well as teachers and students.Explores the development of new technologies that are altering the ways in which we educate children.

This book examines communicative practices in a circuit-board manufacturing plant in California's Silicon Valley, where the employees come from diverse ethnolinguistic backgrounds, their activities involve the use of high-tech equipment and their practices are shaped by, and sometimes contest, local and global forces. Analyses of the data show that learning occurs optimally when workers make strategic use of both their home languages and English within an ecology of semiotic systems. The book demonstrates the importance of accounting for multilingual practices in studies of multimodality. Through detailed ethnography it brings the reader to a better understanding of learning-in-practice in work environments, where the complexities and accelerated growth of new technologies along with a globalized world produce new forms of multilingual and multimodal communication.

This book examines the social cost of linguistic exceptionalism for the education of speakers of nondominant/subordinated languages in Africa and the African diaspora. The contributors take the languages of Africa, the Caribbean, and the US as cases in point to illustrate the effects of exceptionalist beliefs that these languages are inadequate for instructional purposes. They describe contravening movements toward various forms of linguistic diversity both inside and outside of school settings across these regions. Different theoretical lenses and a range of empirical data are brought to bear on investigating the role of these languages in educational policies and practices. Collectively, the chapters in this volume make the case for a comprehensive language awareness to remedy the myths of linguistic exceptionalism and to advance the affirmative dimensions of linguistic diversity.

This book examines communicative practices in a circuit-board manufacturing plant in California's Silicon Valley, where the employees come from diverse ethnolinguistic backgrounds, their activities involve the use of high-tech equipment and their practices are shaped by, and sometimes contest, local and global forces. Analyses of the data show that learning occurs optimally when workers make strategic use of both their home languages and English within an ecology of semiotic systems. The book demonstrates the importance of accounting for multilingual practices in studies of multimodality. Through detailed ethnography it brings the reader to a better understanding of learning-in-practice in work environments, where the complexities and accelerated growth of new technologies along with a globalized world produce new forms of multilingual and multimodal communication.