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Navigating multiple multilingual spaces at home and in the day care centre  a case-study in Luxembourg

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Here is the first part of the Book - Cover - pg 52 - up to Ch. 4

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The Translanguaging Classroom - Cover-pg 52

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Pages 55 - 95

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TLAN At School: A systematic review of K-12 TLAN research

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TLAN At School: A systematic review of K-12 TLAN research

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Translanguaging Classroom Part 3 144-169

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2016/12/06 Translanguaging as a Theory of Language by Prof Li Wei

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On translanguaging in formative reading assessments:

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Examples of writing strategies that invite students’ translanguaging: https://www.cuny-nysieb.org/wp-content/uploads/2016/05/TLG-Pedagogy-Writing-04-15-16.pdf

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On teaching writing to MLs through the Teaching and Learning Cycle: https://iei.nd.edu/initiatives/notre-dame-center-for-literacy-education/news/rethinking-effective-writing-instruction

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February 17, 2019 Dr. Laura Hamman-Ortiz, University of Colorado-Boulder

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Rethinking Effective Writing Instruction for English Learners: The Promise of Genre-Based Pedagogy | Institute for Educational Initiatives

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Dr. Laura Hamman-Ortiz is an educational linguist whose research explores how to support language and literacy learning for emergent bilingual students. Dr. Hamman-Ortiz is currently a Post-Doctoral Research Associate with the Department of Educational Equity and Cultural Diversity (EECD) at the University of Colorado-Boulder, where she is collaborating on a three-year design-based research study that explores the impact of a genre-based approach to writing instruction in bilingual classrooms. She is also a Coyle Fellow with the Center for Literacy and part-time faculty with the English as a New Language (ENL) program within the Alliance for Catholic Education (ACE) at the University of Notre Dame.

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OUR NOTE TAKING DOCUMENT HERE Research Notes & References 25-26. https://concordiashanghai-my.sharepoint.com/:x:/r/personal/jessica_jones_concordiashanghai_org/_layouts/15/Doc.aspx?sourcedoc=%7B183D4CD8-9ACA-4BD1-BA11-4EBE0CD42B83%7D&file=MLRC%20Translanguaging%20Action%20Research%2025-26.xlsx&action=default&mobileredirect=true

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“What is the impact on students' English proficiency when ELL specialists and classroom teachers collaboratively implement translanguaging practices?”🎉🎉🎉

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TRANSLANGUAGING IN MULTILINGUAL CLASSROOMS- A CASE STUDY ANALYSIS

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Action Research: Note-taking Guide for Reading Research Articles:

A. Research Topic What topic did researchers want to investigate?

B. Research Question What did the researchers want to know about ___________________? (focus topic)

C. Literature Review What have other studies already shown about ___________________?

D. Methodology How did they investigate ___________________?

• What data did they collect?

• Who did they collect the data from/with?

• Where did they collect the data?

• When did they collect the data?

• How did they analyze the data?

• Why did they choose this methodology?

E. Findings What did the data show related to____________ in this study?

F. Discussion How or why does what the researchers found out about ____________matter to other schools?

To the larger field of research?

Relevance for other schools:

Importance for the field:

➢ Key Content Takeaways What are key takeaways for you about the topic of study?

➢ Key Research Takeaways What are key takeaways for you about the research process?

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This study examines how translanguaging can be utilized in English-medium instruction (EMI) classrooms, particularly in science and mathematics, to support linguistically and culturally diverse students. It highlights the importance of mobilizing various linguistic resources to enhance learning.

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

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This article explores how translanguaging can support the social-emotional learning (SEL) of multilingual learners. It discusses the positive effects of translanguaging on students' emotional well-being and engagement in the classroom.

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Translanguaging as a Strategy for Supporting Multilingual Learners’ Social Emotional Learning

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This article discusses the significance of translanguaging in EFL contexts, particularly in the Neidi Xinjiang Classes in China. It explores how teachers and students engage in translanguaging practices and the implications for EFL pedagogy.

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Relooking at the Roles of Translanguaging in English as a Foreign Language Classes for Multilingual Learners- Practices and Implications

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Breaking Down the Wall  CH 8 FROM MONOLINGUALISM TO MULTILINGUALISM  