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España and Herrera think about "read alouds" in a way that centers students: "reading in community"

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1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.

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Operations and Algebraic Thinking
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.

Number and Operations—Fractions
4.N.4c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

Measurement and Data
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems

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From the Translanguaging Guide: these kind of charts "give students a place to reflect on their experiences with languages in each subject area" (p. 34)

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A database for content aligned lessons related to real world issues and actions.

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Curated by educational leader Jonathan Osler, RadicalMath empowers STEM educators to address issues of social and racial justice in math classrooms. RM is a hub for curriculum, resources, and professional development opportunities.

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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Ofelia García, is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York. García has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language. The American Educational Research Association has awarded her three Lifetime Research Achievement Awards-Distinguished Contributions to Social Contexts in Education (2019), Bilingual Education (2017), and Second Language Acquisition Leadership through Research (2019). She is a member of the U.S. National Academy of Education.

Susana Ibarra Johnson is an adjunct professor at the University of New Mexico in literacy and bilingual education. Her commitment to improving the education of bilingual students stems from her experience as a bilingual learner and teacher. For the past decade, she has been facilitating professional learning in bilingual education program implementation, critical literacy, and bilingual acquisition in New Mexico and nationally.

Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, Seltzer worked as a high school English language arts teacher in New York City where most of her students were bilingual.

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning|eBook

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Ofelia García, is Professor Emerita in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at The Graduate Center of the City University of New York. García has published widely in the areas of bilingualism/multilingualism and bilingual education, language education, language policy, and sociology of language.

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Celic and Seltzer have put together this incredible resources for ways translanguaging can live in the classroom.
Of particular note for my interests: collaborative work (p. 62)

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 “¿Qué número debe escribirse en el recuadro para completar esta división correctamente?”

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 “¿Qué número debe escribirse en el recuadro para completar esta división correctamente?”

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In the study by Alexis A. Lopez, Danielle Guzman-Orth and Sultan Turkan (2019) One translanguaging option was to hover over a word and see synonyms. One student used this feature for the question above, when he did not understand the word "el recuadro". When he hovered over the word, the synonyms "el rectángulo, la caja, el cuadro" appeared. Following this the student understood what the question was asking him, whereas before, when "el recuadro" was used, he did not.

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Example assessment:  Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students

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Example assessment:  Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students

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Students are given a test that allows them to read the question in both English and Spanish, so they can use their full linguistic repertoire to understand what is being asked. To write the question only in English or only in Spanish, ignores the fact that language is dynamic and there are some words students are more familiar with in one named language and vice versa.
This also ensures the language is not simplified or expecations are lowered. This maintains the same level of rigor, but opens the doors to the entire linguistic repertoire.
Of the translanguaging supports provided in this study, these "language tabs" were used most frequently.

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Andy Brown - Translanguaging :A multilingual Learning

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Translanguaging in Math Class (CUNY NYSIEB)

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Translanguaging in Math Class (CUNY NYSIEB)

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A teacher in New York discusses how translanguaging lives in his freestanding ESL classroom with students who speak many different languages.

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04 Andy Brown  Translanguaging A multilingual Learning

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Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students

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Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students

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Questions asked:
1. How do EBs interact with a flexible bilingual mathematics assessment using dual language supports?
2. What perceptions do EBs have on the use of a flexible bilingual mathematics assessment and dual language supports?

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Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students

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1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

1.6 Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

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There have been countless times where I have seen multiple students making sense of a math problem together while translanguaging. They are asking, "y eso, es ten thousand o hundred thousand?" And another replies, "mira, hay cinco ceros, so es one hundred thousand" Other times students read aloud together a word problem, and then translanguage together to make sense of what it is asking. These moments of translanguaging are not happening because my CT has said, "please use any language that helps you make sense of these problems," but rather because the students know intuitively to do that on their own. I am interested in learning how I can bring this practice into more of the math work we do. How can translanguaging work with assessments? How will it work in whole class discussions of math problems? In general I am interested in learning how math can be much more discussion based, and along with this I want to learn how students can be free to discuss using their entire linguistic repertories.

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Assessing Mathematics Proficiency of Multilingual Students: The Case for Translanguaging in the Democratic Republic of the Congo

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Assessing Mathematics Proficiency of Multilingual Students: The Case for Translanguaging in the Democratic Republic of the Congo

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"Monolingual content assessments of multilingual students remarkably fail their most essential endeavor—to provide meaningful information about their content proficiency."

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Assessing Mathematics Proficiency of MultilingualStudents: The Case for Translanguaging in theDemocratic Republic of the Congo