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

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.