Bridging Languages from Amazon

TRANSLANGUAGING WITH MULTILINGUAL STUDENTS: LEARNING FROM CLASSROOM MOMENTS

Editors: Ofelia García & Tatyana Kleyn

Publisher: Routledge, 1st Edition

ISBN-13: 978-1138906983

Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments.

TEACHING FOR BILITERACY: STRENGTHENING BRIDGES BETWEEN LANGUAGES

Authors: Karen Beeman & Cheryl Urow

Publisher: Brookes Pub

ISBN-13: 978-1934000090

Beeman and Urow introduce the powerful notion of the Bridge to the biliteracy field in this practical professional development guide for teachers, administrators, and leadership teams. The Bridge is the instructional moment when teachers purposefully bring the two languages together, strategically guiding bilingual learners to transfer the academic content they have learned in one language to the other, engage in contrastive analysis, develop academic English and Spanish across the content areas, read and write grade-level texts across the curriculum, and develop metalinguistic awareness.

ACADEMIC BILITERACIES: MULTILINGUAL REPERTOIRES IN HIGHER EDUCATION (BILINGUAL EDUCATION & BILINGUALISM, 107)

Editors: Dr. David M. Palfreyman & Christa van der Walt

Publisher: Multilingual Matters

ISBN-13: 978-1783097401

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy.

BECOMING BILINGUAL READERS: IDENTITY, TRANSLANGUAGING, AND BIOGRAPHIC BILITERACY PROFILES

Author: Bobbie Kabuto

Publisher: Routledge; 1st edition

ISBN-13: 978-0367493929

This book explores how identity impacts the development of bilingual readers and how reading practices are mediated by family and community contexts. Highlighting bilingual readers from Spanish, Greek, Japanese, and English language backgrounds, Kabuto offers an in-depth, interdisciplinary analysis of these readers’ behaviors and identities through the original approach of Biographic Biliteracy Profiles. The Profiles allow readers to explore what a bilingual reader’s identity means to becoming biliterate; the roles of code-switching and translanguaging; the influences of readers’ families and communities; and how they all interact and shape readers’ identities, behaviors, and meaning-making.

Spanish as Cultural Heritage from Georgetown University Press

MI LENGUA: SPANISH AS A HERITAGE LANGUAGE IN THE UNITED STATES

Editors: Ana Roca & M. Cecilia Colombi

Publisher: Georgetown University Press

ISBN-13: 978-0878409037 

Heritage language learners range from those who have a low level to those who may have a higher degree of bilingualism, but not fluent. These heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language. Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the U.S. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) and community and classroom-based research studies at the elementary, secondary, and university levels.

LA ESPAÑA QUE SOBREVIVE

Authors: Fernando Díaz-Plaja & William W. Cressey

Publisher: Georgetown University Press 

ISBN-13: 9780878406319

Cressey’s adaptation of Díaz-Plaja’s highly respected work provides an alternative to literary sources for foreign language instruction—a new resource for teaching foreign languages across the curriculum and instruction through content. Bridging the gap between the fairly simple intermediate readers and texts written for adult native speakers, this book can serve as either a supplementary or main text in the advanced study of language or history, or in preparation for study abroad. La España que sobrevive is a practical tool for teaching not only the language but also the many facets of modern Spanish culture.

INTRODUCCIÓN A LA HISTORIA DE LA LENGUA ESPAÑOLA

Authors: Melvyn C. Resnick and Robert M. Hammond

Publisher: Georgetown University Press 

ISBN-13: 978-1589017320

This book is a comprehensive introduction to the internal and external history of the Spanish language from its Indo-European ancestry to the present-day language of over 400 million people. The authors examine the phonological, morphological, syntactic, semantic, and lexical changes that characterize the evolution of Spanish from its Latin origins. The focus of this volume is modern Spanish. The second edition is updated yet it carefully maintains the structure and pedagogical approach of the first edition. It includes numerous exercises, a section of study questions at the end of each chapter, and an extensive bibliography.

CIEN AÑOS DE IDENTIDAD: INTRODUCCIÓN A LA LITERATURA LATINOAMERICANA DEL SIGLO XX

Author: Kelly Comfort

Publisher: Georgetown University Press 

ISBN-13: 978-1626165670

Cien años de identidad: Introducción a la literatura latinoamericana del siglo XX is an advanced Spanish textbook and Latin American literature anthology, guiding students through the critical analysis of fourteen literary and filmic texts published between 1889 and 1995, including works from Jorge Luis Borges, Isabel Allende, and Gabriel García Márquez that represent some of the seminal works of Latin America. The textbook is designed to introduce upper-level students to the richness of twentieth-century Latin American literature and culture while building their skills in textual analysis through an examination of the theme of identity.