Building Classroom Culture Through Translanguaging: Theory to Practice

Building Classroom Culture Through Translanguaging: Theory to Practice is a comprehensive guide for educators who want to create inclusive and effective classrooms that celebrate the diverse linguistic and cultural backgrounds of their students. It introduces the concept of translanguaging, a pedagogy that moves beyond traditional methods by encouraging students to use their full linguistic repertoire.

Educators learn how to leverage students’ existing languages to enhance learning and comprehension, develop strategies to create a more inclusive classroom, implement translanguaging strategies, and foster an educational environment that reflects the linguistic and cultural diversity inherent in today’s globalized society.

By presenting real-world examples, pedagogical tools, and numerous hands-on activities, “Building Classroom Culture Through Translanguaging” empowers preservice teachers, in-service teachers, and teacher trainers to make informed choices, fostering a community of reflective practitioners committed to enhancing the quality of education for all.

Barbara Muszynska, a Fulbright Senior Award scholar, works as an assistant professor at the University of Lower Silesia in Wroclaw, Poland. Her research and teaching focus on developing new forms of evidence-based cross-curricular approaches to language teaching and learning.

Holly Hansen-Thomas is vice provost of research, innovation, and corporate engagement, and professor of ESL and bilingual education at Texas Woman’s University in Denton, Texas, USA. A three-time Fulbright Scholar, Dr. Hansen-Thomas has dedicated her academic scholarship to second language educational issues, with more than 85 peer-reviewed publications, and more than 100 peer-reviewed conference presentations.

María-Elena Gómez-Parra is an interdisciplinary researcher and professor of bilingual and intercultural education in the Faculty of Education at the University of Córdoba, Spain. Her key research areas include intercultural education, bilingual education, and early second language acquisition.

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