Translanguaging for Emergent Bilinguals
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Introduction   Resources

Invitations for further engagement with chapter ideas

  1. In the Introduction, Danling shares her story of transitioning from a monolingual perspective to a translanguaging perspective. Throughout reading this book, we encourage readers to consider and continuously interrogate their perceptions and assumptions about:
    1. language and language acquisition
    2. the role of home languages and home cultures in the education of emergent bilinguals
    3. the goals of educating emergent bilinguals
    4. the implications of ideological stances about language to education and to society.

  2. Observe two experienced bilinguals/multilinguals who share more than one language and listen in to [and, if possible, record] some of their conversations. How do they use their languages to communicate with each other? How do the patterns you observe match up with the ideas in the Introduction?

  3. Interview a person who is bilingual/multilingual. How do they* understand their identity as bilingual/multilinguals? How do they understand their language practice? Do they have a monolingual or a plurilingual/translanguaging perspective?

 resources for further Reading/viewing

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Fu, D., & Matoush, M. M. (2015). Focus on literacy. Oxford, United Kingdom: Oxford University Press.

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Fu, D. (2009). Writing between languages: How English language learners make the transition to fluency, grades 4-12. Portsmouth, NH: Heinemann.

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Fu, D. (2003). An island of English: Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.

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Fu, D. (1995). My trouble is my English: Asian students and the American dream. Portsmouth, NH: Boynton/Cook.

* they, them, their is used as the unmarked singular form.

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  • Home
  • Chapter Resources
    • Introduction
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
  • Videos
  • The Authors