Disrupting linguistic inequalities in US urban classrooms: The role of translanguaging

Ofelia García, Kate Seltzer, Daria Witt

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Scopus citations


This chapter argues that doing bilingualism in schools from the bottom-up has the potential to open up multilingual spaces in what are officially monolingual classrooms. Focusing on two U.S. classroom case studies-one a primary classroom where students are Karen speakers; the other, a secondary classroom where all students are recently arrived immigrants speaking 15 different home languages-the chapter describes how the teachers’ leveraging of students’ translanguaging disrupts the English-only hegemony of the classroom. Translanguaging pedagogical practice is thus described as adhering to four principles: A school-wide multilingual ecology, the educators’ stance as caring and co-learners, an instructional design of relationships, and a commitment to students’ deep engagement with learning.

Original languageEnglish (US)
Title of host publicationThe Multilingual Edge of Education
PublisherPalgrave Macmillan
Number of pages26
ISBN (Electronic)9781137548566
ISBN (Print)9781137548559
StatePublished - Jan 1 2017
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)
  • Social Sciences(all)


Dive into the research topics of 'Disrupting linguistic inequalities in US urban classrooms: The role of translanguaging'. Together they form a unique fingerprint.

Cite this