Evans - Assignment 2 Current Policy and Practice Personal Inquiry and Resource Share by Emily Evans

Translanguaging and the Writing of Bilingual Learners

emilyevans2023_ — 2025-10-22 17:57:50 UTC

This article looks at how bilingual elementary students who speak Spanish and English or Korean and English use translanguaging during writing to develop their ideas and express themselves more completely. The authors say that translanguaging lets students draw on all their language skills, which helps them improve their academic writing and sense of identity. This study is relevant to my research because it shows that translanguaging affirms students’ languages and voices in the classroom.

Ofelia García – Translanguaging in Bilingual Education

emilyevans2023_ — 2025-10-22 17:59:48 UTC

Ofelia García describes translanguaging as a new way to view bilingualism—where students use all their languages flexibly to make meaning. This source explains the theory behind translanguaging and supports my understanding of its academic and identity benefits.

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

emilyevans2023_ — 2025-10-22 18:09:26 UTC

This article explores how translanguaging works as an inclusive teaching approach in English-medium science and math classrooms. The authors explain that teachers use students’ languages, gestures, and visuals to help them understand lessons and question monolingual practices. This is relevant to my research because it shows that translanguaging helps students feel recognized and supports their learning, especially in subjects outside of language arts.

Translanguaging: Utilizing Home Languages in Classroom Instruction

emilyevans2023_ — 2025-10-22 18:39:04 UTC

This video shows how K-12 teachers include students’ home languages with English during lessons. For example, they let students discuss in their home language, use visuals in different languages, and encourage students to explain ideas to each other in more than one language. This is a clear example of translanguaging in daily classroom practice, so it fits well in the “Classroom Practice” category for my inquiry.

Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project

emilyevans2023_ — 2025-10-22 18:59:23 UTC

This chapter looks at early childhood classrooms in U.S. dual-language programs, focusing on how teachers and young bilingual students use translanguaging during play, storytelling, and daily routines. The findings show that children’s home languages and cultural knowledge are seen as strengths, and that translanguaging can become a regular part of teaching, even with very young learners. This resource is a good fit for the “Classroom Practice” category because it gives clear examples of translanguaging in early childhood settings.

The Power of Translanguaging

emilyevans2023_ — 2025-10-22 19:02:51 UTC

In this video, teacher Efraín Tovar from Abraham Lincoln Middle School in Selma, California, builds a welcoming classroom by encouraging English language learners to use both their home languages and English. This approach helps students develop their language skills and feel a stronger sense of belonging and identity. It also connects to my inquiry by showing how translanguaging can work well in U.S. classrooms to support students who are learning English.

NJTESOL/NJBE Advocacy Resources

emilyevans2023_ — 2025-10-22 19:04:26 UTC

This page offers policy updates and guidance for New Jersey educators who work with multilingual learners. It highlights language equity and inclusion, and explains how translanguaging supports advocacy and student rights in bilingual education.

Infographic – Benefits of Translanguaging

emilyevans2023_ — 2025-10-22 19:06:14 UTC

This infographic shows how translanguaging can boost engagement, support cultural identity, and promote fairness. Teachers can use it as a simple tool to help explain the value of translanguaging in their schools.

No Child Left Bilingual: Accountability and the Elimination of Bilingual Education Programs in New York City Schools

emilyevans2023_ — 2025-10-22 19:23:44 UTC

This study looks at why school principals choose specific language education policies. Researchers interviewed staff at 10 city schools that recently switched from bilingual to English-only programs. The results suggest that pressure from test-based accountability under No Child Left Behind led many schools to adopt English-only policies. The article discusses how these changes affect bilingual education and calls for a review of current accountability measures to better support bilingual students.

Embracing Spanglish as Translanguaging with Alexandra

emilyevans2023_ — 2025-10-22 19:29:49 UTC

In this video, a teacher from Colorado talks about how she first discouraged Spanglish in her classroom but eventually came to see it as a valuable way for students to use their home languages. She explains how letting students use Spanglish helps create a more welcoming and genuine classroom. The video offers a personal look at how translanguaging can benefit both students and the school community.