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

Abstract

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.