This book is the first to apply the theory of translanguaging to multilingual classrooms in an Asian context, offering strategies for teaching specific grammatical and comprehension skills to students struggling to read in English. It also enriches the methodology of coding bilingual transcripts with ideas resulting from a detailed analysis of a large and rich data set. Lastly, the author discusses growth areas in the emerging field of translanguaging and challenges for teachers implementing a translanguaging approach in a superdiverse classroom.

Offers strategies for teaching specific grammatical and comprehension skills to students struggling to read in English Highlights specific challenges and difficulties teachers face in implementing a translanguaging approach Applies the theory of translanguaging to an Asian context Enriches the literature by comparing Chinese-English bilingual learners with Malay-English bilingual learners Applies new variables to the coding of bilingual transcripts Highlights directions in the emerging field of translanguaging where there is scope for growth

Autorentext

Viniti Vaish holds a Ph.D. from the University of Pennsylvania's Graduate School of Education. She is currently an Associate Professor at Singapore's National Institute of Education, Nanyang Technological University, where she teaches courses in Applied Linguistics. Her research interests include the documentation, measurement and enhancement of bilingualism and biliteracy in individuals and communities. Viniti speaks Hindi, Urdu and English, and reads Hindi, English and Sanskrit.

Inhalt
1 The Linguistic Ecology of Singapore.- 2 Methodology 1: Translanguaging and the Classroom.- 3 Methodology 2: Coding Bilingual Transcripts.- 4 Comparing Monolingual and Bilingual Classrooms.- 5 Interactional Patterns in the Malay Group.- 6 Interactional Patterns in the Chinese Group.- 7 The Storytellers: Oral Retelling of Bilingual Children Struggling to Read in English.- 8 Conclusions and Future Directions.