This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.

This qualitative study examined how participating in-service teachers demonstrated linguistically and culturally responsive mathematical teaching (LCRMT) competences after they completed a year-long National Professional Development Program grant-funded project. A two-dimensional LCRMT framework was developed to measure participating teachers’ mathematical and mathematics-related competences. The qualitative data source was from three in-service teachers’ observations and interviews. The interview and observation data were analyzed using open and axial coding and activity systems. Three themes emerged: 1) mathematics-related content teaching practices, 2) tools to support mathematics learning, and 3) teachers’ mindsets and attitudes towards English Learner (EL) teaching. The researchers then compared verbatim examples using activity systems to examine the following research question: How did participating urban in-service teachers apply linguistically and culturally responsive mathematics teaching competences for ELs learned at a university EL teacher training program to their actual mathematics teaching in the classroom? The results, in general, indicated that the urban in-service teachers demonstrated improvement of LCRMT strategies that they used in their actual mathematics teaching after they completed the university training. However, challenges in the areas of mathematical discourse competences and teachers’ sociocultural beliefs toward ELs revealed the need for ongoing professional support.

A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels of teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. The results from Danielson's and Perry's rubrics showed that the higher students moved to in their teacher education program, the more proficient their teaching performance became and the higher intellectual and ethical development became. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates’ growth through their performance-based artifacts rather than through the test scores.

This chapter explores the intersection of race, culture, and language, so teachers can provide racially, linguistically, and culturally responsive teaching for diverse learners, as classrooms around the world are increasingly diverse. There has been an urgent call for teacher training to move beyond colorblindness to serve racially, linguistically, and culturally diverse learners in an equitable, antiracist, and socially-just climate. The purpose of this chapter is to present teaching materials framed by a cosmopolitan lens that help teachers examine who they are as a racial, linguistic, and cultural being to help super diverse learners in this global era. Request access from your librarian to read this chapter's full text.

This study examines NNESTs’ professional identities as classroom teachers by analyzing NNESTS’ perceptions of their strengths and challenges. The study contributes to NNESTs forming their professional identity by recognizing, developing, and contesting authoritative discourse. A basic qualitative research design is employed to analyze the interview data. Participants are five NNESTs who teach in American classrooms. Three focused themes are identified; linguistic competence, cross-cultural competence, and pedagogical competence. NNEST superiority fallacy is added as the fourth theme. Additionally, the study briefly compares strengths and challenges of U.S. versus foreign graduates. NNESTs’ strengths and challenges are reported in line with other NNEST researchers: dual-language acquisition and cross-cultural experience, grammar knowledge, linguistic theories, and coping strategies as strengths, poor command of English language, lack of sociocultural strategies, and lack of confidence as weaknesses. New findings include NNESTs’ confidence as effective teachers with accent, intellectual competence in theories, and stronger credentials. This study asserts that the NNESTs’ multilingual and multicultural backgrounds can become valuable assets with less linguistic prejudice, and the need for a policy that provides the benchmark to measure their credentials rather than depending on biased assumptions. Suggestions to shape NNESTs’ professional identity are provided