Translanguaging for Emergent Bilinguals : Inclusive Teaching in the Linguistically Diverse Classroom

This updated edition offers a readable and practical explanation of what translanguaging is and how it can be used to inform instruction in K–12 schools.

Through engaging vignettes from a variety of monolingual and translanguaging settings, this book traces the challenges encountered by emergent bilingual students (EBs) and the schools that serve them and recommends promising solutions. Find additional chapter resources, companion videos, and more at translanguagingforebs.com.

Each chapter of this second edition has been updated to reflect new scholarship in translanguaging theory and practice, address and clarify common criticisms of translanguaging, and speak to current challenges to implementing translanguaging-informed practices. Among the updates are expanded content on dual-language bilingual programs, critical literacy, working with children who have experienced war and displacement, new and emerging technologies such as translation tools and artificial intelligence chatbots, and language-focused instruction in translanguaging classrooms. The book ends with concrete takeaways for successfully adopting translanguaging in different education settings.

By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually.

Book Features:

• Offers a thorough examination of the realities of educating EBs in U.S. classrooms and proposes translanguaging as a promising approach.
• Provides classroom vignettes from diverse settings to illustrate the limitations of monolingual approaches and demonstrate the potential of translanguaging.
• Outlines concrete teaching strategies for translanguaging practice.
• Addresses both academic and social issues EBs encounter in schools.
• Includes examples reflecting the experience of EBs with diverse backgrounds: newly arrived, U.S.-born, long-term ELs, high achievers, and youth who have experienced war and displacement.
• Explicitly addresses questions frequently raised by classroom teachers and administrators.

Danling Fu is emeritus professor at the University of Florida and a literacy consultant for the bilingual program in the New York City school districts and for English education in Fengxian school districts, Shanghai, China. Xenia Hadjioannou is professor of language and literacy education at Penn State University’s Berks campus. Xiaodi Zhou is an associate professor of literacy studies at the University of Texas Rio Grande Valley.