Work

Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project

Year: 2020

Type: book-chapter

Abstract: 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 recent critiques of early childhood education in the U.S., this chapter provides classroom-based examples of how teachers can leverage young children’s translanguaging and cultural knowledge in their education. Overall, the chapter demonstrates both the possibilities and challenges of adopting a translanguaging pedagogy (García et al., The Translanguaging classroom. Leveraging student bilingualism for learning, Caslon, Philadelphia, 2017) in early childhood classrooms in the United States.

Source: Inklusion und Bildung in Migrationsgesellschaften

DOI: 10.1007/978-3-658-28128-1_3

Authors: Kate Seltzer, Laura Ascenzi-Moreno, Gladys Y. Aponte

Institutions: Rowan University, Brooklyn College, Bank Street College of Education

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

OpenAlex ID: W3050490905