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This study explores how translanguaging pedagogy was practiced in a New York City Chinatown middle school to engage emergent bilingual students (EBs) with diverse language literacy backgrounds in their study of the grade level social studies curriculum. The data were collected over the past two decades while we worked with classroom teachers in search of effective ways to improve EBs’ school performance. We revisited this data utilizing a translanguaging lens to reconceptualize this past work and reframe our analysis to deepen understanding of translanguaging teaching praxis. Therefore, this research not only seeks possible ways to meet challenges in the education of EBs in U.S. schools but also to add to a research method that looks back at past data as an approach to looking ahead in scholarship.

Translanguaging space in a bilingual program in New York City Chinatown middle school