In this interactive workshop, we will explore the concept of translanguaging as a humanizing pedagogy. We will start by constructing our own language portraits followed by a presentation of what a team of educators/researchers learned from Latinx college students' linguistic repertoires in teacher preparation. Next, we will look at the instructional practices of a master Latinx preK dual language bilingual education teacher and consider how her translanguaging pedagogy could be adopted across different educational contexts. Finally, we will discuss our translanguaging stance, its importance, and the ongoing process of forward stancing.

Conversations on language in education often surround the power of bilingualism and biliteracy. Yet, systems often discourage or even deny families and students the access to build, use, and stretch their linguistic repertoires both in and out of school regularly and formatively. This session will introduce participants to a framework for setting contextual conditions and facilitating situational moments that hold the potential to counter or eliminate these boundaries and barriers to the development of these heritage assets. Participants will leave with tools for leveraging their students’ words and defining their own positionality vis-à-vis bilingualism in their pedagogical contexts of professional practice.

The language education of bi- and multilingual students is not confined to four classroom walls. Families play a critical role in their children’s language learning and development. Thus, family engagement within the context of K–12 language education must be inclusive of students’ language learning and development that transpires at home and in community settings. This session introduces the concept of pedagogía casera and creates a space for collectively re-imagining practices used to engage with families for the purpose of supporting students’ language development.

The purpose of this presentation is to examine how a small group of newcomer Latinx emergent bilingual middle school students use translanguaging practices to learn fundamental concepts of computer programming. Drawing on situated learning and translanguaging, we will observe a small group of newcomer students (fluent Spanish speakers) working with a facilitator who did not speak Spanish and a co-facilitator who was not as fluent in Spanish to make meaning of codes in computer programming. Translanguaging allowed this group to communicate and make sense of code. The audience will interact with coding and mathematics in this working presentation.