Prisoners who fail to take control of their correctional programming fail to change themselves. Ricciardelli is not writing in the tradition of governmentality scholars; rather, she sets out to describe the interior worlds of prisoners as they seek to reconcile the environmental risks of drugs and violence with their hope to achieve parole and reintegrate into their community. Prisons are unlikely places for positive self-change.

Epistemologies of the South: Justice Against Epistemicide:

Thank you very much for reading practice makes practice a critical study of learning to teach. Maybe you have knowledge that, people have search numerous times for their favorite books like this practice makes practice a critical study of learning to teach, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they juggled with some infectious bugs inside their laptop.

Practice Makes Practice A Critical Study Of Learning To Teach

The second edition of Rosina Lippi-Green's book, English with an accent: Language, ideology, and discrimination in the United States, continues the conversation from her 1997 first edition regardin...

English with an accent: language, ideology, and discrimination in the United States

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Disinventing and Reconstituting Languages

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning provides a valuable look into the concept of translanguaging in the classroom from multiple perspectives. The book is spl...

The translanguaging classroom: leveraging student bilingualism for learning

Part I. Dynamic bilingualism at school -- Translanguaging classrooms : contexts and purposes -- Language practices and the translanguaging classroom framework -- Documenting students' dynamic bilingualism -- Part II. Translanguaging pedagogy -- Translanguaging stance -- Translanguaging design in instruction -- Translanguaging design in assessment -- Translanguaging pedagogy in action -- Part III. Reimagining teaching and learning through translanguaging -- Standards in the translanguaging classroom -- Content-area literacy in the translanguaging classroom -- Biliteracy in the translanguaging classroom -- Biliteracy in the translanguaging classroom -- Socioemotional well-being and social justice.

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the ...

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Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

As one of the largest school-aged populations, Latinxs1-with their concomitant diverse demographic profile-are far from a monolithic entity. However, despite their diversity and unlike most immigrant groups, Latinxs share a history of US domination, intervention, and occupation that spans centuries in Latin America and in the United States itself (Gonzalez, 2000). Within the United States, Garcia (2009b) notes that the linguistic colonization of Latinxs unfolded through "a policy of eradicating Spanish by encouraging a shift to English" (p. 111). She explains that the United States has done this "by adopting a policy of debasing and racializing Spanish, linking it to subjugated populations, immigration, poverty, and a lack of education" (Garcia, 2009b, p. 111).Power-laden social, linguistic, and racial hierarchies saturate the lives of Latinxs in myriad ways, primarily through the "coloniality of being" (Mignolo, 2000), where Latinx children's lived experiences, schooling, and languages are surveilled through restrictive policies. While studying the translingual practices of Latinx youth is not a new phenomenon, few empirical studies examine how secondary English classrooms use translanguaging pedagogies. In addition, the colonial roots intertwined with English education, especially for Latinx youth, make these classrooms fertile ground for decolonial and translingual approaches.This article focuses on releasing Latinx youth's translingual voices as they write against colonial language ideologies in two bicoastal cities. As Latinx youth constitute the largest student population in both California and New York, we examine Latinx students from two urban English classrooms taught by two teachers (one monolingual and the other bilingual) to understand how translanguaging pedagogies transpired across contexts. Rather than separate students' language practices, the teachers adopted "discursive and pedagogical practices that break the hegemony of the dominant language in monolingual classrooms" (Garcia, Flores, & Woodley, 2012, p. 45). Our collaboration between a Chicana researcher and a White researcher lent insight into one another's examination of curricula that encouraged "border thinking" (Mignolo, 2000), or the knowledge generated from the exterior borders of the modern/colonial world. For the mostly Mexican and Dominican youth in our studies, their existence in and ties to the United States are laced with tumultuous colonial pasts and unique but similar histories of immigration (Gonzalez, 2000). These histories became the subject of inquiry and resistance through a translingual approach to English instruction.Morrell's (2015) call to action for more "courageous leadership" (p. 317) in dismantling the linguistic racism in our nation's English classrooms inspired our research collaboration. Our data, which include participant observation, field notes, and analysis of student writings, illustrate how the teachers' implementation of a translanguaging pedagogy-particularly their stance, or their set of beliefs about students and their language practices, and their design, their organization of classroom life that brought to the surface the diversity of students' language practices (Garcia et al., 2017)-benefited Latinx bilingual students. Thus, our collaboration inspired two interrelated questions: (1) How do two teachers in English classrooms implement translanguaging pedagogies? and (2) When such pedagogies are implemented, what language and literacy practices emerge from Latinx bilingual students? Through our analysis, we illustrate that the two teachers' reimagining of the English classroom through a translanguaging lens made space for students to reflect on their linguistic and cultural identities and use their rich language practices to resist colonial ideologies.The term translanguaging describes the language practices of our participants. Rather than start with socially constructed "languages" (and thus discuss how students "switch" b etween such "languages"), we start with the speakers, whose creative and critical enactment of their holistic repertoire (Makoni & Pennycook, 2007; Li Wei, 2011) cannot be separated into such dualities as "first/second" or "standard/ nonstandard" language. …

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

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.530

Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom

This case study of two secondary English teachers integrates a critical translingual approach in two urban classrooms. Our inquiry is guided by two questions: (1) How did two teachers engage critical translingual approaches in their classrooms? (2) How did their positionalities shape implementation of these approaches? This article illustrates how teachers’ stances and practices can be affected by their identities, pointing to the ways that diverse teachers must approach their translanguaging pedagogies with an understanding of raciolinguistic ideologies. We end with a call for teacher educators to help teachers engage the transgressive elements of translanguaging in English classrooms and hone their raciolinguistic literacies so that they can design classroom learning in more humanizing ways.

Kate Seltzer

Papers

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

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

Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom

Translating Theory to Practice: Exploring Teachers' Raciolinguistic Literacies in Secondary English Classrooms