(Re)imagining Translanguaging Pedagogies through Teacher–Researcher Collaboration

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 University–Newark, 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).

• ContributorsLeah Shepard-Carey and Zhongfeng Tian: PrefaceOfelia García: Foreword: Doing Translanguaging Research/Teaching/Learning Juntos: A Preface to Teacher–Researcher CollaborationLeah Shepard-Carey and Zhongfeng Tian: Introduction: Teacher–Researcher Collaboration as a Pathwayfor Sustaining Translanguaging PedagogiesChapter 1. Susana Ibarra Johnson, Mishelle Jurado, Maria Elena Orozco and Michele Trujillo: Transladoras Sin Fronteras: Merging Linguistic Borderlands to Take Up Students’ Translanguaging CorrienteChapter 2. Shakina Rajendram: Implementing a Collaborative Translanguaging Pedagogy in an Elementary ESL Classroom in Malaysia through Teacher–Researcher CollaborationChapter 3. Sunny Man Chu Lau, Marsha Jing-Ji Liaw and Maria José Botelho: 'Did you get what you want?': Negotiating Critical Translanguaging Teaching and Research in Dual Language ClassroomsChapter 4. Lena Cataldo-Schwarzl and Elizabeth J. Erling: Moving towards Translanguaging Pedagogies: Insights from a Teacher–Researcher Collaboration in ViennaChapter 5. Laura Hamman-Ortiz: 'Because We Are Bilingual': Transcending Binaries in Two-Way Immersion through Collaborative Bilingual Identity TextsChapter 6. Sally Brown and Margarita Pomare-McDonald: Translanguaging Spaces for Student Literacy Learning: A Researcher–Teacher PartnershipChapter 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 SchoolChapter 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 Teacher–Researcher Collaborative ApproachChapter 9. Ralph Vacca, Sara Vogel, Laura Ascenzi-Moreno and Christopher Hoadley: Acompañamiento: Centering Vulnerability and Agency in Co-Designing Computing and Translanguaging Curriculum with TeachersChapter 10. Caitlin G. McC. Fine, Haeyoung Littich, and Maren Getz: (Trans)formative Assessment Co-design Cycles: Translanguaging Stances and Shifts in a Science Teacher–Researcher CollaborationChapter 11. Derek Braun, Brian Seilstad and Somin Kim: What Teacher–Researcher Collaboration Creates: Reflections on Translanguaging Pedagogies from a Central Ohio Adolescent Newcomer ProgramChapter 12. Ashlyn Pierson: Translanguaging and Scientific Modeling in an English-Dominant STEM ClassroomKate Seltzer: AfterwordIndex

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.