Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms

• Published in: Research in the teaching of English Vol. 52; no. 1; pp. 55 - 76
• Main Authors: de los Ríos, Cati V., Seltzer, Kate
• Format: Journal Article
• Language: English
• Published: Urbana National Council of Teachers of English 01.08.2017
• Subjects: Bilingual education; Bilingual Students; Bilingualism; Classrooms; Collaboration; Colonialism; Cultural differences; Cultural identity; Curricula; Education; English; English as a second language learning; English Instruction; English language; English Language Learners; Foreign Policy; Hegemony; Hispanic American Students; Ideology; Immigrant students; Immigration; Land Settlement; Language; Language diversity; Language Dominance; Language history; Learning; Li Wei; Linguistics; Literacy; Marginality; Metalinguistic awareness; Metalinguistics; Monolingualism; Multilingualism; Noncitizens; Participant Observation; Pedagogy; Race; Racism; Researchers; Self concept; Standard Spoken Usage; Student Diversity; Students; Studies; Teachers; Teaching; Teaching Methods; Translanguaging; Urban areas; Urban Education; New York; United States > US; Latin America

While current research focuses on the marginalization and educational crises of students classified as English language learners—whom we identify as emergent bilinguals (García & Kleifgen, 2010)—this article highlights some of the contexts for learning that help these students thrive academicall...