Reseña: García, Ofelia, Ibarra Johnson, Susanna, & Seltzer, Kate (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, Pennsylvania: Caslon.

Authors

DOI:

https://doi.org/10.21283/2376905X.9.165

Keywords:

APPLIED LINGUISTICS, PLURILINGUAL TURN, TRANSLANGUAGING, BILINGUAL EDUCATION, LINGUISTIC REPERTOIRE

Abstract

Based on the theoretical foundation presented in García and Li Wei (2014) that defines translanguaging as “an approach to the use of language, bilingualism, and the education of bilinguals that considers the language practices of bilinguals not as two autonomous language systems (…) but as one linguistic repertoire with features that have been societally constructed as belonging to two separate languages” (p. 2), the work of García, Ibarra Johnson, and Seltzer (2017) presents an application of translanguaging theory into practice in bi/multilingual educational contexts. This review situates their work within the plurilingual turn, offering a brief description of the book’s contents and highlighting its contribution to the field of education.

Author Biography

Laura Gasca Jiménez, Fairfield University

 

Laura Gasca Jiménez is an Assistant Professor of Spanish and Translation Studies in the Department of Modern Languages and Literatures at Fairfield University. Dr. Gasca Jiménez holds a Ph.D. in Hispanic Linguistics from the University of Houston and an M.A in Translation from Kent State University. She is the recipient of a La Caixa Foundation Fellowship. Her main research areas are applied linguistics, bilingualism, and translation studies.

Published

12/31/2018

How to Cite

Gasca Jiménez, L. (2018). Reseña: García, Ofelia, Ibarra Johnson, Susanna, & Seltzer, Kate (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, Pennsylvania: Caslon. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 110–113. https://doi.org/10.21283/2376905X.9.165

Issue

Section

Book and Technology Reviews

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