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Envisioning TESOL through a Translanguaging Lens

Global Perspectives

  • Book
  • © 2020

Overview

  • The first volume to apply a translanguaging lens to TESOL from an array of learning contexts across the lifespan
  • A must read for researchers, educators, teachers, and students in TESOL and applied linguistics
  • Unites scholars from 5 continents offering global perspectives on theorizing and implementing translanguaging in TESOL

Part of the book series: Educational Linguistics (EDUL, volume 45)

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About this book

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives – with contributions from five continents – to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers’ and learners’ full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.


               

          

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Table of contents (17 chapters)

  1. Theorizing Translanguaging in TESOL

  2. Translanguaging in TESOL Teacher Education

Reviews

"For teachers new to English language teaching, it offers a historical foundation for understanding the current practices and trends. For veteran teachers, it provides a recollection of times experienced and current practices, and ways forward for the future. For educators in contexts that find a need for an English-only approach, it offers insight into how the field of TESOL has evolved and where it is currently directed. The text is comprehensive and there is something for all TESOL educators.” (Liza E. Martinez and Kara Mac Donald, CATESOL, catesol.org, December 27, 2022)

“This edited volume truly explores the practice of translanguaging in the ESL/EFL classroom across the global context, with contributions from authors in a multitude of instructional contexts and countries. … The book is dense with an immense amount of information and guidance … .” (Liza E. Martinez and Kara Mac Donald, CATESOL, catesol.org, November 29, 2022)

“This volume strongly contributes to the theorization and implementation of translanguaging. … this volume shows how the TESOL field could embrace multilingualism as central to its values, opens critical conversations on how to conceptualize and implement translanguaging in various TESOL teacher education and classrooms contexts, and generates authentic, sustainable, and contextualized knowledge for pedagogical improvements. … It will be of interest to scholars and policymakers in TESOL education, emerging scholars, and educators engaged in promoting flexible multilingualism in the classroom.” (Xinyue Lu, TESL Canada Journal, Vol. 38 (2), 2022)

“The major, noticeable, strength of this volume is the quality of its contributions, underpinned as they are by rigorous methodology and thoughtful critique. In addition, the wide range of educational, socioeconomic, and geopolitical contexts in which translanguagingpedagogy is exemplified in this volume serves to underpin its theoretical credibility and adds to a growing body of evidence to support multilingual education.” (Emma Brooks, ELT journal, Vol. 76 (1), January, 2022)


“Among the strengths of the book is that it achieves its goal and offers valuable theoretical and practical insights to TESOL professionals, and creates the necessary tension for their ideological shift. The described and theorized multifaceted translanguaging lens can be used as a theoretical framework, and the various research designs in the chapters can guide translanguaging researchers in their inquiries. … Overall, the book provides valuable information on the theory and practice of translanguaging in the terrains of TESOL.” (Serikbolsyn Tastanbek, Translation and Translanguaging in Multilingual Contexts, January 14, 2022)



“The diversity in the scholars’ perspectives on translanguaging is one of the great virtues of this volume. …Each chapter’s implications are inspiring, timely, and thirstquenching contributions to the development of translanguaging scholarship, which has been fervently calling for empirical research of and pedagogical approaches to translanguaging. Teacher educators, researchers, graduate students, professionals, and practitioners interested in learning about translanguaging and its promise and challenges in TESOL education would appreciate the insights this book can provide.” (Woongsik Choi, Journal of Language, Identity & Education, September 8, 2021)

“This volume is the first of its kind to apply a translanguaging lens to TESOL. … To be fair, this informative and insightful book connects translanguaging ideologies and pedagogies with TESOL, the arguments are sound and the findings are of high reference value. It is a timely addition and a valuable contribution to the growing literature on translanguaging, ‘as a theoretical framework for informing TESOL, an orientation for teacher education, and a pedagogical tool in the classroom’ … .” (‪Xin Li, International Journal of Multilingualism, July 1, 2021)

“The diversity of studies, contexts, participants, and methods allows for a fuller understanding for researchers and educators of how a translanguaging lens fits into TESOL research, educator programs, and the classroom. … Although the contributors all faced complex challenges surrounding translanguaging, they all remain committed to its potential to critically address English hegemony, learner agency, and a more inclusive and theoretically sound TESOL.” (Kimberly S. Hansen, tesol Quarterly, Vol. 55 (2), June, 2021)

“I would highly recommend it to teachers and teacher educators who are developing their understanding of translanguaging in the field of TESOL.” (Skye Playsted, English Australia Journal, Vol. 37 (1), 2021)​


This is a welcome addition to the growing literature on translanguaging as a new lens on a variety of topics in language education with a distinctive focus on TESOL. The global perspective is a real strength of the volume. It will, as the editors promise, transform TESOL education.” (Li Wei, UCL Institute of Education, University College London, UK)

Editors and Affiliations

  • Department of Bicultural-Bilingual Studies, The University of Texas at San Antonio, San Antonio, USA

    Zhongfeng Tian

  • Department of Teaching, Leadership & Professional Practice, University of North Dakota, Grand Forks, USA

    Laila Aghai

  • College of Education and Human Ecology, The Ohio State University, Columbus, USA

    Peter Sayer

  • Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, USA

    Jamie L. Schissel

About the editors

Zhongfeng Tian is an Assistant Professor of TESL Teacher Education/Applied Linguistics at the University of Texas at San Antonio, USA. His research interests include bi/multilingualism, bilingual education, translanguaging, TESOL, teacher education, and critical pedagogies. He was a former English teacher in China, Cambodia, and the U.S. He has co-edited a special issue entitled "Positive Synergies: Translanguaging and Critical Theories in Education" with Holly Link for the Translation and Translanguaging in Multilingual Contexts (TTMC) journal.

Laila Aghai is an Assistant Professor of TESOL/ELL Education and the Director of the Indigenous Language Education Program at the University of North Dakota, USA. As a language educator, she has taught English as a second and foreign language in the U.S. and overseas. Her research is focused on TESOL, translanguaging, applied linguistics, multilingual education, and language ideologies. She serves on the editorial board of the Journalof Language, Identity and Education. 

Peter Sayer is an Associate Professor of Language Education Studies at the Ohio State University, USA. His work in the U.S. and Mexico focuses on TESOL, bilingual education, sociolinguistics, and language education policy. He is the author of Tensions and Ambiguities in English Language Teaching (2012, Routledge). He is a former Fulbright Scholar to Mexico where he was a lead consultant to the Mexican Ministry of Education for the National English Program in Primary Schools. He is currently the editor of the TESOL Journal.

Jamie L. Schissel is Associate Professor, TESOL at the University of North Carolina at Greensboro, USA. Jamie’s research centers on equity in relation to educational policies and assessments in participatory action research projects with linguistically and culturally diverse communities in the United States, Mexico, and Peru. Her book Social Consequences of Testing forLanguage-minoritized Bilinguals in the United States (Multilingual Matters) was published in 2019. She has served as a co-editor of the special issue “The Construct of Multilingualism in Language Testing” for Language Assessment Quarterly (December, 2019).

              

Bibliographic Information

  • Book Title: Envisioning TESOL through a Translanguaging Lens

  • Book Subtitle: Global Perspectives

  • Editors: Zhongfeng Tian, Laila Aghai, Peter Sayer, Jamie L. Schissel

  • Series Title: Educational Linguistics

  • DOI: https://doi.org/10.1007/978-3-030-47031-9

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-47030-2Published: 13 September 2020

  • Softcover ISBN: 978-3-030-47033-3Published: 14 September 2021

  • eBook ISBN: 978-3-030-47031-9Published: 12 September 2020

  • Series ISSN: 1572-0292

  • Series E-ISSN: 2215-1656

  • Edition Number: 1

  • Number of Pages: XVII, 374

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Language Teaching, Language Education, Language Education, Multilingualism, Bilingualism

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