One approach to meeting the needs of multilingual learners is translanguaging, a practice rooted in social justice and culturally sustaining pedagogies (Cioè & Snell, 2015). Translanguaging allows students to draw flexibly on their full linguistic repertoires to participate actively in their classrooms. Although translanguaging can allow for greater language equity in the classroom, teachers are generally uncertain about how to enact translanguaging practices in their classrooms (Nambisan, 2014). This brief sheds light on a translanguaging case study produced as part of a research-practice partnership between a bilingual education researcher (Karla Rivera-Torres) and a 9th grade Geography teacher (Claire Keating). Our collaborative inquiry highlights translanguaging practices and processes, as well as the lessons learned from this work. 

Suggested Citation

Rivera-Torres, K., & Keating, C. (2020). Translanguaging: A Look Inside a High School Geography Classroom. Los Angeles: UCLA Center for Community Schooling. https://communityschooling.gseis.ucla.edu/translanguaging-brief/