Abstract

This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia Garcia, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems. ; This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia Garcia, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.

Highlights

  • This chapter offers insights into the education of young children—what is referred to in the United States as early childhood education—who come from homes where languages other than English are spoken

  • Drawing on a recent critique of early childhood education in the U.S (Souto-Manning and Rabadi-Raol 2018) as well as critiques of recurring deficit framings of young children’s languaging such as research on the so-called ‘word gap’ or ‘language gap’ (Flores 2018; García and Otheguy 2016), this chapter provides classroom-based examples of how teachers can leverage young children’s translanguaging and cultural knowledge in their education. These examples emerge from a study of an early childhood education program that was carried out by researchers with the City University of New York—New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) project

  • By detailing the professional development the research team did with the teachers and providing examples of how their professional learning was translated into classroom work with young emergent bilingual students, this chapter offers both a counter-narrative to deficit discourses about these students’ language practices and opportunities for future growth and development of early childhood educators

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Summary

Introduction

Drawing on a recent critique of early childhood education in the U.S (Souto-Manning and Rabadi-Raol 2018) as well as critiques of recurring deficit framings of young children’s languaging such as research on the so-called ‘word gap’ or ‘language gap’ (Flores 2018; García and Otheguy 2016), this chapter provides classroom-based examples of how teachers can leverage young children’s translanguaging and cultural knowledge in their education. These examples emerge from a study of an early childhood education program that was carried out by researchers with the City University of New York—New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) project. We provide insights into both the possibilities and challenges of adopting a translanguaging pedagogy (García et al 2017) in early childhood classrooms in the United States

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