Abstract
Ofelia García calls for a re-imagining of bilingual education by challenging how teachers conceptualize, facilitate, and listen to language use in classrooms. Educators attempt to legitimize students' authentic, fluid, and dynamic language practices through translanguaging, but non-standard named language varieties are still marginalized in classrooms. Using the prefix trans+, García pushes us to look beyond bilingual education to critically challenge hegemonic language ideologies and to break from the monoglossic status quo within dual language bilingual education. Bilingual educators are tasked with envisioning language pedagogies that keep our emergent bilingual students whole, as they learn to leverage and expand their linguistic repertoires.
Recommended Citation
Solorza, Cristian R.
(2019)
"Trans + Languaging: Beyond Dual Language Bilingual Education,"
Journal of Multilingual Education Research: Vol. 9, Article 15.
Available at:
https://research.library.fordham.edu/jmer/vol9/iss1/15
